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Lecture 12. Conversational Maxims

This document discusses Paul Grice's cooperative principle and conversational maxims. It explains that communication requires cooperation between participants. Grice proposed four maxims of conversation: quantity, quality, relation, and manner. The maxim of quantity concerns providing the appropriate amount of information. The maxim of quality concerns truthfulness. The maxim of relation concerns relevance. The maxim of manner concerns clarity and brevity. These maxims can be violated, by providing misleading information, or flouted, by intentionally breaking them to convey an implied meaning. Several examples are provided of situations where maxims may be broken and the implied meanings.

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44 views

Lecture 12. Conversational Maxims

This document discusses Paul Grice's cooperative principle and conversational maxims. It explains that communication requires cooperation between participants. Grice proposed four maxims of conversation: quantity, quality, relation, and manner. The maxim of quantity concerns providing the appropriate amount of information. The maxim of quality concerns truthfulness. The maxim of relation concerns relevance. The maxim of manner concerns clarity and brevity. These maxims can be violated, by providing misleading information, or flouted, by intentionally breaking them to convey an implied meaning. Several examples are provided of situations where maxims may be broken and the implied meanings.

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© © All Rights Reserved
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LECTURE 12.

CONVERSATIONAL
MAXIMS
The condition of successful communication is the desire of its participants to communicate
(inclination to cooperation). If there is no inclination and cooperation there may appear conflict
communicative behavior. That’s why cooperation is the basic principle of communication. Here we
follow the cooperative principle of Paul Grice.
Grice says that when we communicate we assume, without realizing it, that we, and the people we
are talking to, will be conversationally cooperative - we will cooperate to achieve mutual
conversational ends. This conversational cooperation even works when we are not being cooperative
socially. So, for example, we can be arguing with one another angrily and yet we will still cooperate
quite a lot conversationally to achieve the argeement. This conversational cooperation manifests
itself, according to Grice, in a number of conversational MAXIMS.
These maxims look at first sight like rules, but they appear to be broken more often than
grammatical or phonological rules are, for example, as we will see later, and this is why Grice uses
the term ’maxim’ rather than ’rule’. Here are the four maxims (there may well be more) which Grice
says we all try to adhere to in conversation.
CONVERSATIONAL MAXIMS

Maxim of quantity (quantity of information)


Give the most helpful amount of information. This maxim is a bit like: - not too much, not too little,
but just right!
Maxim of quality (quality of information)
Do not say what you believe to be false.
It may seem at first sight that it would be simpler for this maxim to be ’Tell the truth’. But it is
often difficult to be sure about what is true, and so Grice formulates this maxim in a way that,
although it looks more complicated, is actually easier to follow.
Maxim of relation. Be relevant.
Note that if you join a conversation you can't just begin to talk about whatever you like. You have to
connect what you want to say (make it relevant) to what is already being talked about. For example,
if everyone else is talking about their holidays and you want to talk about Spain, you'll need to
connect the two topics together with a remark like 'I went on holiday to Spain last year . . .'
By the way, if, in an exam, you write an essay on a topic slightly different from the question asked
you are likely to lose marks.
Maxim of manner
Put what you say in the clearest, briefest, and most orderly manner.
Good evidence for this maxim is what you get penalized for when you write essays.
If you are vague or ambiguous (i.e. not clear) you can lose marks;
if you are overwordy you can lose marks (readers don't like having to read extra words when they
don't have to);
if you do not present what you say in the most sensible order for your argument you can lose
marks.
BREAKING THE MAXIMS

We can VIOLATE them


This means that we break the maxims surreptitiously, or covertly, so that other people do not know.
If we violate the maxim of quality, we lie.
If we violate the maxim of quantity, we do not give enough information
Violating the maxims amounts to breaking them 'illegally', just as people who steal are guilty of laws
concerning theft. As with laws, some maxim violations can be more serious than others. Lying in a
court of law is disapproved, but 'white lies', small lies to keep the social peace, are often thought as
acceptable.
We can FLOUT them
If we FLOUT a maxim, we break it in such a way, so that it is obvious to all concerned that it has
been broken (we do it intentionally to be disclosed).
If this happens, then it is clear that the speaker is intending the hearer to infer some extra meaning
over and above what is said (evidence for this is that people often say things like 'He said he was
happy, but the way he said it implied he wasn't really'. Grice distinguishes what he calls 'utterer's
meaning' and he refers to an utterer's meaning as an IMPLICATURE. So the implicature is what
speakers have been referring to. To understand it a recipient should be able to read between lines.
Essentially maxim-flouting is conversationally cooperative because all the participants in the
conversation can see that a maxim has been broken on purpose by the speaker or writer in order to
create an extra layer of meaning.
ANALYSIS OF SITUATIONS WITH MAXIMS’ BREAKING
-How is it going?
-Oh, great, thank you! (Think if any maxim was broken in this conversation)
Give your examples of maxims that were not broken.
Analyze the following situations. Define whether some maxims were broken (violated or flouted).
Explain the implicature (meaning between lines).
Situation 1. Let's pretend that we have just gone to see the performance of a play together. As we
are coming out of the theatre you ask me:
“What did you think of the play?”
and I reply: “The costumes were very impressive”
Situation 2.
We will use as an example a speech by Algernon, a 19th century upper class layabout, to his aunt, Lady Bracknell,
from near the beginning of Oscar Wilde's The Importance of Being Earnest. Algernon has just told his friend Jack
that he has invented another friend, called Bunbury. Whenever Algernon wants to get out of a social engagement he
conveniently pretends that Bunbury is ill, and that he must visit him. Then, a little later, Lady Bracknell arrives and
reminds him that he is invited to dinner with her that evening:
• Algernon: I am afraid, Aunt Augusta, I shall have to give up the pleasure of dining with you tonight after all.
• Lady Bracknell (frowning): I hope not, Algernon. It would put my table completely out. Your uncle would have
to dine upstairs. Fortunately he is accustomed to that.
• Algernon: It is a great bore, and, I need hardly say, a terrible disappointment to me, but the fact is that I have
just had a telegram to say that my poor friend Bunbury is very ill again.
(Exchanges glances with Jack.)
• Algernon: They seem to think I should be with him.
Situation 3.
Mom: What did you think of Junior’s childish behavior last night?
Dad: Well, boys will be boys.
Situation 4.
Student A: Do you like Linguistics?
Student B: Well, let’s just say I don’t jump for joy before class.
Situation 5.
Student: I was absent on Monday - did I miss anything important?
Teacher: Oh no, of course not, we never do anything important in class.
Situation 6.
Student A: Can you tell me where the lecture is?
Student B: It is in room 254, the room in which I had my first university class ever.
Situation 7.
A.: Ok. So, what do you have for me? Bad news? Good news?
B.: It’s better if you sit down.
Situation 8.
A.: What time did George arrive?
B.: Mmmh, “Grey’s Anatomy” was on…
Situation 9.
A.: Do you know Mr. Holmes?
B.: Oh, my God. You’re taking History now. You are such a nerd. He is a very good teacher,
though.
Situation 7.
Two students, A and B are talking about two other students.
What Grice’s maxim does B flout, and what is the implicature that follows from the flout?
• A: Do you like John and Kate?
• B: Kate is fun.
Situation 8.
Two married university lecturers are talking about who is going to get the children from school.
What maxim does B flout and what implicature follows from it?
• A: Who is picking up the children today?
• B: I’ve got a meeting at 3.30.
Situation 9.
You ask a friend what he thinks of a lecturer who has a reputation for being sarcastic. What maxim is
flouted, and what implicature is produced in the following reply?
• He’s not the politest person I’ve met.

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