Pragmatics.

1. PRAGMATICS

2. Pragmatics:
• Pragmatics is the study of the meaning in context and it
deals with implied meaning as opposed to the mere lexical
meaning expressed.
• How utterances are used
• Its about interpreting what speakers mean .
• In other words ,pragmatics how people make sense of each
other linguistically.

3. • Utterance: the use of a sentence, in a particular context.
• Utterances are actual, physical events.
• Interpretation: based on :
• -knowledge of the of the meaning of the word,
• -knowledge about the context.

4. Studies on the pragmatic competence of L2
learners have revealed that grammatical
enhancement does not guarantee a desirable
level of pragmatic enhancement and even
advanced level learners are incapable of
understanding or conveying the intended
intensions and politeness values.

5. THE HISTORICAL BACKGROUND OF
PRAGMATİCS
• Ancient Greece Rome being practical
• It is in language philosophy that linguistic pragmatics
possesses its foundation and it emerged as a result of ideas
regarding the functions and use of language by philosophers
such as Wittgenstein, Austin, Searle, and Grice.

6. • The first definition of pragmatics was given
by Morris
• ‘the study of the relation of signs to
interpreters’
• commonly utilized definition of pragmatics
are presented:
‘Pragmatics is the study of those relations
between language and context that are
grammaticalized, or encoded in the structure
of a language’.

7. THEORIES OF PRAGMATICS
•Words do not have
meaning by themselves.

8. Speech Act Theory
• Austin founded speech act theory on
the belief that speakers do not only
utilize language to say things, but to do
things.
• *When we use language to do
something, we are performing a speech
act.
• For example; Time out! Shotgun!

10. • He distinguished three components of speech acts;
• 1.) The Locutionary Act:
• Speaker’s utterance:
• - The performance of an utterance
• Semantic and syntactic aspects
• EXAMPLE: “Close the window”.

11. • 2.) Illocutionary Act:
• Speaker’s intention:
-Real intended meaning conventional force
• Example:
The person who is talking is cold.
3.) Perlucutionary Act:
Hearer’s reaction:
It’s actual effect
Example:
The action of closing the window
A:Do you smoke?
B:yes, thanks .
A:I wasn’t offering ,just asking.

12. • Searle’s work : A speech act is a way of performing
an action through words. In Searle’s view, there
are only five illocutionary points that speakers can
achieve on propositions in an utterance.
• 1.)Assertive illocutionary point
• 2.)Commissive illocutionary point
• 3.)Directive illocutionary point
• 4.)Declarative illocutionary point
• 5.)Expressive illocutionary point

13. Conventional Implicature
• The concept of conversational
implicature is one of the most
prominent ideas in pragmatics .An
implicature is something meant,
implied ,or suggested distinct from
what is said.
• Herbert Paul Grice is famous for
Grice’s Theory of Conversational
Implicature in the linguistic field.

14. The Cooperative Principle
• The concept of conversational implicature is key to the study
of pragmatics. Grice stresses that the cooperative principle
is a tool to guarantee the communicative process .
• In shortly, the way in which people try to make
conversations work.
• The Cooperative Principle is developed into four maxims
which contain nine submarines:

15. • 1.)Maxims of Quantity :
• -Make your contribution as informative as is required.
• -Do not make your contribution more informative than is required.
• 2.)Maxims of Quality:
-Try to make your contribution one that is true.
-Do not say what you believe to be false.
-Do not say that for which you lack adequate evidence.
3.)Maxims of Relation:
-Be relevant.
4.)Maxims of Manner:
Be perspicuous
-Avoid obscurity of expression .
-Avoid ambiguity.
-Be brief (avoid unnecessary prolixity).
-Be orderly.

16. Politeness Theory
• The fundamental principle of politeness theory is that
politeness in any culture can be expounded with respect to a
limited number of universal phenomena, namely the
construct of face and certain social variables.
• Define the term face as ‘’the public self-image that every
member wants for himself’’

17. COMPONENTS OF PRAGMATICS
• Pragmatics has three main components, pragmalinguistics,
sociopragmatics and psycholinguistics.
• 1.) Pragmalinguistics
• The integration of grammar with pragmatics has created an
area of study entitled pragmalinguistics, Pragmalinguistics
provides practical explanations on grammar, and tries to find
the most appricate and practical structures for utterances in a
language for teaching purposes.

18. 2.) Sociopragmatics
*Sociopragmatics can be defined as ‘the
sociological interface of pragmatics’. It indicates
the social perceptions that underlie participants ‘
interpretation and performance of communicative
action.
*Sociopragmatics is related to appropriate social
behavior and learners must be made aware of the
outcome of making pragmatic choices.

19. Psycholinguistics
• Psychopragmatics deals with how children and non-
native learners learn or acquire a foreign language .It
also presents theories, approaches and principles to
the language teaching area. It investigates how to
design and organize a lesson plan. It can be stated that
it makes a significant contribution to methodology.

20. THE CONCEPT OF PRAGMATIC
COMPETENCE
• According to Chomsky, pragmatic competence is the
‘knowledge of conditions and manner of appropriate use of
the language, in line with various purposes.’
• In Bachman’s model, language competence is categorized into
two areas including ‘organizational competence ‘ and
‘pragmatics competence.’
• Organizational competence= grammatical competence +
discourse competence
• Pragmatics competence =illocutionary competence +
sociolinguistic competence .
• Illocutionary competence= speech acts +speech functions
• Sociolinguistic competence =ability to utilize language
according to context .

21. FEATURES OF PRAGMATICS
• Language users
• Second language users are not only expected to internalize a
new set of phonological, morphological, syntactic and
semantics forms of the target language , but also need to
socially take part in the symbolically mediated lifeworld of
another culture. Pragmatics concentrates on language
producing process and its producers with a focus on more
authentic language use.

22. • Context
• The term refers to ‘ the environment in which a discourse
occurs’. There are four main types of context .
• 1.)Linguistics context
• It indicates what has been said already in the utterance. To
illustrate, if we begin a discussion by indicating Jane Smith and
in the text sentence indicate ‘her’ as being a top notch athlete
,the linguistic context makes it clear that the antecedent of
‘her’ is Jane Smith.

23. • 2.)Physical context
• It indicates where the communication is taking place, what
objects are present ,what is going on, and so forth .
• Example: I need this dictionary.(accompanied by pointing)
• Go there at 9:00 a.m. this morning(place/time reference)
• 3.)Social context
• It donates the social relationship among speakers and
hearers.
• 4.)Epistemic context
• It donates what is know by both the speaker and the hearer.

24. • Meaning
• Meaning is basic problem in the field of pragmatics. As Levin
(1983)states, while pragmatics deals with the study of
utterance meaning ,semantics studies sentence meaning .
• Contextual meaning(Yuşe,1996) and meaning in
context(Thomas,1995) are related to pragmatic meaning .
• Leech (1983) indicates that meaning in pragmatics deals with
comprehension of utterances within a particular context a
speaker and a user of the language has.

25. Social Interaction
• Kasper and Rose (2002) indicate that social interactions
denote either spoken communication containing at least two
people or all kinds of written and mixed modes of
communication.
• As Wierzbicka(2010) stresses, it is fundamental for foreign
language teachers and learners to be fully aware of various
kinds of social interactions which can help them to become
socially competent in communication and to know to deploy
this knowledge powerfully.

26. CATEGORIZATION OF PRAGMATICS
KNOWLEDGE
• Fearch and Kasper (2012) categorize pragmatic knowledge into
declarative pragmatic knowledge and procedural pragmatic
knowledge .
• Components of declarative pragmatic knowledge
• 1.)Linguistic knowledge rules of linguistics field
(phonological, morphological, syntactic and semantics levels)
• 2.)Speech act knowledge verbal acts +socio-cultural
community
• 3.)Discourse knowledge coherence in discourse
• 4.)Socio-cultural knowledge everything about socio-cultural
• 5.)Context knowledge context –determining factors
• 6.)Knowledge of the world extracting com. knowledge

27. Componentsofproceduralpragmaticknowledge
• 1.)Goal –formation and context analysis
• Goal= actional + propositional + modal content
• Goal result of context analysis .
• 2.)Verbal planning
• (a) syntactic structure , (b) lexical material
• 3.)Monitoring execution
• The linguistics tools match the functional specifications
• The speaker monitors the hear’s responses to the executed
acts.

28. TEACHİNG PRAGMATİCS
• Pragmatic competence is regarded as a significant component
of overall linguistic competence.
• In Casper & Rose’s (2002) view, pragmatics, as area within L2
studies, is usually termed as interlanguage phonology, and
interlanguage lexicon
• As the study of L2 use, ILP investigates the way in which
nonnative speakers (NNSs) understand and produce action in
L2. As the study of L2 learning, ILP investigates the way in
which L2 learners promote the ability to comprehend and
perform action in L2 (Kasper & Rose, (2002).

29. • In addition to the studies done concerning the relationship
between language education and interlanguage pragmatic
enhancement, some studies have been conducted to unearth
the teachability of inter of interlanguage pragmatic knowledge
and some studies have exhibited that interlanguage pragmatic
knowledge is teachable.
• There are two main kinds of approaches in teaching L2
pragmatics (Chen, 2009):
• 1. Explicit instruction of pragmatic rules
• 2. Implicit instruction of pragmatic rules

30. Explicit instruction of pragmatic rules
• In explicit teaching of pragmatic rules, the language teacher
follows three main stages (McCarthy, 1998):
1. The presentation stage:
As the presentation stage, the native speaker model is prominent
in that it presents samples of language in use.
2. The practice stage:
As the practice stage, learners are expected to perform tasks that
can reinforce the pragmatic knowledge they have internalized.
3. The production stage:
At the production stage, language teachers may deploy discourse
completion test (DCT) or role plays to elicit learners’ performance.
On the other hand, in role plays, interactional skills such as
conversational management, manipulation of turn-taking
mechanism, use of intensifiers and downgrades, and accurate
choice from a range of strategies can be internalized by learners.

31. • In implicit teaching approach, the basic assumption is that if
language learners are stimulated to think for themselves
about culturally suitable ways to perform speech acts, then
these learners will become aware of “their own lay abilities for
pragmatic analysis”.
• Some synonyms of implicit learning are: passive,
unintentional, inductive, automatic, and subconscious
acquisition.
Implicit instructionof pragmaticrules

32. • There are number of ways of raising students’ pragmatic
awareness:
• Training students in making requests
One of the most useful ways of raising students’ pragmatic
awareness is to train students in making requests.
• Role plays and Drama
- Some research studies indicate that role-play and drama may
remarkably promote students’ pragmatic awareness.
- Role playing is an effective exercise where students can
perform similar situations to daily communication.
WAYSOFRAISINGSTUDENTS’PRAGMATICAWARENESS

33. • Using films. Television shows and other video programs
Placing characters in easily defined situations, these programs
enable students to observe the characters’ language use within
those situations. Despite the unauthenticity of the situations,
students can observe and analyze the use of language within
these simulated situations and they can gain valuable
experiences with respect to how pragmatics permeates
communicative events and contexts.
• Using dialogues
Using dialog is an excellent way to promote students’ pragmatic
awareness.

34. CONCLUSION AND IMPLICATIONS
FOR L2 CLASSROOMS
• Some implications for foreign language teachers in their
classroom teaching to impede the pragmatic failure and
crosscultural communication breakdowns are as follows:
1. Foreign language teaching should be conducted at all levels
of linguistic knowledge from phonology, morphology,
syntax, semantics, to pragmatics to promote the ability to
utilize language learners so that students comprehend the
language presented in the pragmatic rules, values and social
ideas.
2. Researchers (e.g. Trosborg, 1994, Kasper, 2001) support the
idea that learners’ awareness of appropriate
pragmalinguistics and sociopragmatic behavior should be
strengthened via explicit teaching.

35. 3. Foreign language teachers should do their teaching around
“small talk” as a social practice.
4. Language teachers should incorporate authentic discourse into
their teaching in their classroom.
5. Class discussions should develop learners’ pragmatic and cultural
knowledge with respect to:
a) When the concentration of a conversation is on information content
or social bonding.
b) When it is socially appropriate to argue and how arguing is done.
c) Appropriate and inappropriate to argue and how arguing is done
d) Who jokes with whom, when, how, and about what,
e) When it is appropriate to indicate strong emotion,
f) What topics are appropriate and inappropriate for small talk, and
whether students are in line with the taboo against discussion of
politics, religion, and gender.
g) When the direct enforcement of social norms is viewed appropriate
and inappropriate

36. 6. It is obvious that each cross cultural encounter is a new
context.
7. According to Kasper (2001), language teachers should be
adequately socialized to L2 pragmatics practices, so that
they can comfortably be based on those practices as part of
their communicative and cultural repertoire.