DOI: 10.24412/2470-1262-2022-2-111-118
Abstract:
This study aims to examine the types and peculiarities of deixis utilized in the Queen’s Christmas messages. The data of the research is collected from the Christmas transcripts from 1952-2021. The basic method of analysis is Critical Discourse Analysis, which is based on Yule’s theory and patterns of realization of deixis. The result of the research shows that deixis form an inseparable part in the Queen’s Christmas messages transcripts. As for the absence of particular types of deixis like exclusive, “we” comes to ground the fact that the Queen stays loyal to her unique style and register-high style and Queen’s English trying to remain the perfect model of a native-speaker in the eyes of her subjects. The wish to serve as an ideal leader not only for the people of the Commonwealth, but for those outside it serves as a basis for the Monarch to stay within the boundaries of face-saving strategies and norms and select a proper register for the sake of her authority. It can be concluded that Her Majesty performs these strategies to provide a face-saving act so as to minimize the negative reaction of the public and focus on the positive side of Christmas.
Keywords: Christmas discourse, high style, Queen’s English, middle class audience, transparency, intelligibility, sociocultural competence, chronicle, deixis
References:
- Fillmore, C. J. (1997) Lectures on Deixis . Stanford, CA: CSLI Publications.
- Levinson, S. C. (1983) Pragmatics . Cambridge: Cambridge University Press.
- Paronyan Sh. (2012) Pragmatics. Yerevan University Press, pp. 89-95
- Yule G. Pragmatics (1996), Oxford University Press,pp. 10-15
- Yule G. (2006) The Study of Language. Cambridge University Press, pp. 127-133
Infornation adout the author:
Sayadyan Nadya (Yerevan, Armenia) – MA student, Faculty of Foreign Languages, Khachatur Abovian Armenian State Pedagogical University, e-mail: sayadyannadya-10@aspu.am
For citation: Sayadyan Nadya, (2022).
Deixis in Elizabeth II’s Christmas Messages.
Cross-Cultural Studies: Education and Science, Vol. 7, Issue 2 (2022), pp. 111-118 (in USA)
Manuscript received 03/05/2022 – Accepted for publication: 31/05/2022