Pragmatics_and_English language teaching

PRAGMATICS

1. Pragmatics and language teaching

2. Introduction What is pragmatics? Yule (1996) says that ‘pragmatics is the study of the relationship between linguistic forms and the users of these forms. […] ’ Leech (1983) and Kasper and Rose (2001) describe pragmatics as the study of the way speakers and writers have to get things done while at the same time attending to the relationships they have with others. Pragmatic Competence: ‘a set of internalized rules of how to use language in socio-culturally appropriate ways […]’ ( Celse -Murcia and Olstain , 2000:19) It can be both pragmalinguistic and sociopragmatic .

3. Pragmatics in the language classroom Reasons to teach pragmatics in language classrooms according to the author: It has been demonstrated that there is a need for it; It has been proven to be effective; Pragmatic transfer between languages can, on occasion, make non-native speakers (NNSs) appear rude or insincere. It is important to mention that having a good level of grammatical competence does not imply a good level of pragmatic competence . Also, exposure to an L2 alone is insufficient for the acquisition of pragmatic competence, says Rose (2005).

4. Pragmatics in the language classroom Studies have shown: Textbooks cannot be counted as a reliable source of pragmatic input for students. They contain insufficient and specific input or insufficient interpretation of language use. There are inconsistencies between the language found in the books and the language used in the real life. Vallenga (2004) concludes that ‘pragmatically friendly’ textbook should include pragmatic awareness-raising activities that equip learners with contextual information, variety of form and in-depth cultural information.

5. Pragmatics in the language classroom Teachers need to be aware that ‘effective learning occurs when the tasks provide learners with opportunities for processing both pragmalinguistic and sociopragmatic features of the target structures’ (Takimoto, 2009, p. 22). Bardovi-Harlig and Mahan (2003a) recommend three key pedagogical practices in the teaching of pragmatics to L2 learners: Use authentic language samples; Input first followed by interpretation and/or production; Start teaching pragmatics earlier.

6. The role of language teachers The language teacher needs to consider the context of the classroom itself when designing pragmatic awareness exercises. Cohen (2008) recommends that the teacher give the learner guidance using specific websites where learners can interact with different speech acts enacted in different situations and leave actual learning of pragmatics to the learner according to their own interests. The author also recommends as an excellent resource the website for the Centre for Advanced Research on Language Acquisition, CARLA: http://www.Carla.umn.edu . “…teachers to be aware that ‘effective learning occurs when the tasks provide learners with opportunities for processing both pragmalinguistic and sociopragmatic features of the target structures’ …”

7. The role of language teachers Bardovi-Harlig and Mahan-Taylor (2003a) recommend three key pedagogical practices in the teaching of pragmatics to L2 learners: (1) the use of authentic language samples; (2) input first followed by interpretation and/or production; (3) the introduction of the teaching of pragmatics at early levels. They maintain that the classroom provides a safe place for the acquisition of pragmatic competence. The language teacher can provide the learner with instant feedback and this can lead to greater insight into the ‘secret’ realm of pragmatics.

8. What can be taught? Olshtain and Blum- Kulka (1985) suggest that it can take ten years or more for learners perform pragmatics in a way indistinguishable from natives. Olshtain and Blum- Kulka’s point forces us to consider the teaching of pragmatics in two ways: What can be attained in the short term? What can we hope to achieve in the longer term? There can both positive and negative transfer between L1 and L2 pragmatics, while there may be parallels in areas such as speech acts, there may manifest differently and to differing degrees in the L2.

9. What can be taught?

10. Teaching Politeness It is not an unattainable goal to communicate consistently across what we teach, from beginners’ level upwards. Let us look at politeness in English in two ways: Showing people that we respect and value them (Positive politeness); Making what you say or write less direct so as not to sound too forceful (negative politeness). Teachers need to guide students, for instance to help them understand when they can use formal language and informal language.

11. Teaching Politeness Positive Politeness (Showing people that we respect and value them) When people are communicating in informal situations, it is still important to know the appropriate language for the interaction (i.e. sociopragmatic knowledge). Language varies according to social relationship between speaker and listener, and writer and reader. We need to be ever-sensitive to these contextual variables. Language also varies according to context and mode of communication and we need to build up an awareness of how to show that we respect and value our listener or reader. Let us take a loot at the following examples:

12. Teaching Politeness

13. Teaching Politeness

14. Hedging, Vague Language and Approximation, Pragmatic Marking Hedging is pervasive in both spoken and written English. The hedges provide a polite differential buffer between the writer and the reader. Example: It was too expensive at least that’s what I think. Vague language and Approximation: They are features of both spoken and written genres. However, they manifest differently. A single word like estimated may have different meanings depending on the context. Example: But an estimated L 30 million of loans and grants is still missing. …his personal wealth is estimated at around L 100m Pragmatic Marking: They operate more at a discourse level than at a grammatical level. Example: Anyway, she’s decided not to apply for the job… Other examples would be: Yeah, So, Right, Mm, erm , etc.

15. Discourse Markers The main function of discourse markers is to organize stretches of text or conversation. They have many micro-functions which learners can be made aware of.

16. Interactional Markers Items such as you know (what I mean), I mean, you see, the thing is, are a central feature of conversation.

17. Response Tokens Response tokens refer to the short utterances, such as mm, mmhmm , yeah, oh really, that’s a pity, too bad etc . and non-verbal surrogates such as head nods and shoulder shrugs that listeners utter or make by way of response to what to speaker is saying. According to Kendon (1967) these signals are produced by the listener as an accompaniment to a speaker. He suggests that the speaker relies to some degree upon these signals for guidance as to how the message is being received by the listeners(s). Let us take a look at the following examples:

18. Response Tokens

19. Conclusion If pragmatics is to become more central to language teaching, it is going to have to be given more focus. Additionally, teachers need to be made aware of the core concepts of pragmatics and in particular they need to have an awareness of how pragmatic norms differ between languages.

20. References Introducing pragmatics in use / Anne O’Keeffe, Brian Clancy, Svenja Adolphs . – 1 st ed. (2011) P. cm.