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This research paper investigates and analyzes the contextual and pragmatic functions of the imperative in Jordanian Arabic ( ) . Concisely, it sheds light on the relationship between the addresser and the addressee on the one hand and the context in which the imperative is used on the other. As for data collection, two instruments were used in this study: 1) observation of naturally occurring language, and 2) a Discourse Completion Test (DCT) modified from Beebe and Cummings (1990). Based on the data gathered by the two instruments, it turned out that there are three main semantic formulas through which the imperative is communicated in Jordanian Arabic. These are (1) direct imperative verbs, (2) declaratives, and (3) interrogatives. The choice of the semantic formula is constrained by a whole set of competing forces such as the status of the interlocutors, the setting, etc. Accordingly, the researchers were able to detect twenty pragmatic functions of the imperative in Jordanian Arabic.

هدفت الدراسة الحالية إلى الكشف عن الفروق في اضطرابات اللغة البراجماتية في ضوء بعض المتغيرات (العمر، الجنس) وعلاقتها بالوظائف التنفيذية لدى أطفال طيف التوحد، حيث تكونت عينة الدراسة من (12) طفلا وطفلة، وتراوحت أعمارهم بين (6 حتى 11 سنة)، وقد استخدمت الباحثة المنهج الوصفي التحليلي بالاعتماد على مقياس اضطرابات اللغة البراجماتية ومقياس تقدير الوظائف التنفيذية. وقد أظهرت نتائج هذه الدراسة وجود فروق ذات دلالة إحصائية بين أفراد المجموعة العمرية الأصغر وأفراد المجموعة العمرية الأكبر من عينة أطفال ذوي اضطراب طيف التوحد على مقياس اضطرابات اللغة البراجماتية، بالمقابل لم تظهر نتائج الدراسة وجود فروق ذات دلالة إحصائية على مقياس اضطرابات اللغة البراجماتية تعزى لمتغير الجنس، كما أظهرت نتائج الدراسة وجود علاقة ذات دلالة إحصائية بين اضطرابات اللغة البراجماتية والوظائف التنفيذية، فقد تبين أن أطفال اضطراب طيف التوحد ذوي المستوى المنخفض على مقياس الوظائف التنفيذية تظهر لديهم مشكلات أكثر على مستوى اللغة البراجماتية.

The study aimed at developing the required pragmatic skills and the use of language functions for the 3rd year prep school students through the romantic and the philosophical understandings of the imaginative approach .Participants of the study were randomly selected and divided into two groups (30 for the experimental group and 30 for the control group). The study used a pragmatic skill test and a language functions test. The necessary pragmatic skills for the 3rd year prep school students were determined through the use of a checklist approved by a jury of specialists in teaching EFL. During the experiment, the experimental group received instruction through using the romantic and the philosophical understandings of the imaginative approach while the control group received regular instruction. The experiment lasted for two months. The analytical descriptive method and quasi-experimental design were followed. The statistical analysis of the obtained data from the two administrations of the pragmatic test and the two administrations of the language functions test confirmed the effect of the romantic and philosophical understandings of the imaginative approach on developing pragmatics skills and language functions for the 3rd prep school students. Thus, the aim of the study was achieved as using the romantic and philosophical understandings of the imaginative approach showed a large effect size on developing pragmatics skills and language functions for the 3rd prep school students. Based on the results, it was recommended that developing pragmatics skills and language function for the 3rd prep school students through other kinds of understandings of the imaginative approach.