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The main views on the nature of narrative in Wittgenstein’s later philosophy are analysed. It is shown how, realizing the research narrative, he paid attention to the linguistic means of expression of our thoughts, reference to the actual reality, the logical component of argumentation. It is shown that in order to place worldview accents more clearly and strengthen the expressive effect of thought, Wittgenstein pragmatised the narrative, in particular, used metaphors, images of learning, took into account the historic-cultural context. It is important for him to show that the form of the narrative influences what meanings the interlocutor will comprehend. Through a system of micro- and macro-narratives, Wittgenstein intended to express his opinion as clearly as possible, although he made the reader an active participant in the narrative. The thinker did not deviate from the analytic-scientific standards of philosophizing, although he showed that the relevant analysis of the narrative is significantly complicated by the ambiguities of its interpretation, the uniqueness of human experience and the identity of each narrator’s value system. It is argued that a pragmatic approach to narrative analysis significantly expands the research methodology of the analytic thinker and, accordingly, makes it possible to deepen our understanding of reality and human existence, as well as more clearly define the specifics of their knowledge.
EN
The aim of this work is to investigate and analyze pragmatically the modifiers of intensity in an informal Spanish conversation with the framework of principal politeness theories of Robin Lakoff (1973), Geoffrey Leech (1983), Penelope Brown and Stephen Levinson (1978). First in the introduction, it tries to define the characteristics of a typical informal conversation. In the practical part, it then examines from the pragmatic point of view the intensifiers, understood as a conversation strategy, in the conversation corpora edited by Antonio Briz Gómez (2002). One of the objectives of this work is to draw attention to the pragmatic awareness of L2 students of Spanish, who even at more advanced levels of proficiency, still grant more importance to the grammatical accuracy than to the pragmatic appropriateness.
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