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An important area of the field of second/foreign language teaching and learning is pragmatics -- the appropriate use of language in conducting speech acts such as apologizing, requesting, complimenting, refusing, thanking. Meaning is not just encoded in word semantics alone, but is affected by the situation, the speaker and the listener.A speech act is, according to linguist Kent Bach, "the performance of several acts at once, distinguished by different aspects of the speaker's intention: there is the act of saying something, what one does in saying it, such as requesting or promising, and how one is trying to affect one's audience". Speech acts can be broken down into 3 levels: 1. locutionary: saying something 2. illocutionary: the speaker's intent in performing the act. For example, if the locutionary act in an interaction is the question "Is there any salt?" the implied illocutionary request is "Can someone pass the salt to me?"; 3. In some instances, there's a third perlocutionary level: the act's effect on the feelings, thoughts or actions of either the speaker or the listener, e.g., inspiring, persuading or deterring. The Center for Advanced Research on Language Acquisition (CARLA) at University of Minnesota provides a collection of descriptions of speech acts, as revealed through empirical research. The material is designed to help language teachers and advanced learners to be more aware of the sociocultural use of the language they are teaching or learning. These speech acts include: Apologies Complaints Compliments/Responses Greetings Invitations Refusals Requests Thanks

Researchers Tyler G. Okimoto, Michael Wenzel and Kyli Hedrick reported on what they've found happens in people's minds when they refuse to apologize. "We do find that apologies do make apologizers feel better, but the interesting thing is that refusals to apologize also make people feel better and, in fact, in some cases it makes them feel better than an apology would have," Okimoto said in an interview. He believes the research, in fact, may provide a clue on how best to get people to apologize. Our conventional approach, especially with kids, is to force people to apologize. But if people are reluctant to apologize because apologies make them feel threatened, coercion is unlikely to help - that is, if a sincere apology is hoped for.

Words have more meaning than just their definition, and the use of words can give off emotions and more. People often use words to describe situations before thinking if what they're saying is considerate and politically correct. This article shows how the use of words can affect people's mental illnesses, and by saying the wrong thing can cause the person to feel ostracized and refuse to get theraputic help.

Parents and teachers across the country have raised concerns about some schools hesitating, or completely refusing, to say the word. As the most common learning disability in the U.S., dyslexia affects somewhere between 5 and 17 percent of the population. Under the Individuals with Disabilities Education Act (IDEA), schools are required to provide special services to help these students - things like reading tutors and books on tape. But those special services can be expensive, and many schools don't have the resources to provide these accommodations. That has led some parents and advocates to worry that some schools are making a careful calculation: If they don't acknowledge the issue - or don't use the word "dyslexia" - then they are not obligated to provide services.

This article talks about how the Quakers have had a unique use of pronouns in history. I found it interesting that the Quakers refused to use the proper pronouns for rich people such as "you" in the 1600s. They would call people "thou" regardless of class, but rich people were used to using "thou" for lower people. However, "thou" evolved into "they" which is now presently used.