What is Pragmatics?
Pragmatics is about how a language is used in socially and culturally accepted ways (Curzan & Adams, 2012). For example, the ways words are used in the same language can vary across subcultures and geographic regions. People in some parts of the United States use the word "soda" to refer to any carbonate drink, whereas some in other parts of the country specify a type of carbonated drink (e.g., Coke). Communication can fall apart if what is said or written does not seem to follow the accepted cultural and social practices in a particular region (Hong Xu, 2010).
Pragmatics encompasses speech acts (e.g., what a person says (locutionary act), what the person meant (illocutionary act), and what the listener perceived (perlocutionary act)), conversational structure (e.g., turn-taking), conversational implicature (i.e., implied meaning), conversational management (e.g., minimal responses to indicate that you are listening, such as "uh-huh"), discourse organization (e.g., discourse markers that help a listener understand an utterance, such as "now" and "then"), and sociolinguistic aspects of language use such as body language (Curzan & Adams, 2012). Pragmatic rules for language use are often subconscious. Even native speakers can be unaware of pragmatic rules until they are broken (and feelings are hurt, offense is taken, or things just seem a bit odd).
Pragmatics encompasses speech acts (e.g., what a person says (locutionary act), what the person meant (illocutionary act), and what the listener perceived (perlocutionary act)), conversational structure (e.g., turn-taking), conversational implicature (i.e., implied meaning), conversational management (e.g., minimal responses to indicate that you are listening, such as "uh-huh"), discourse organization (e.g., discourse markers that help a listener understand an utterance, such as "now" and "then"), and sociolinguistic aspects of language use such as body language (Curzan & Adams, 2012). Pragmatic rules for language use are often subconscious. Even native speakers can be unaware of pragmatic rules until they are broken (and feelings are hurt, offense is taken, or things just seem a bit odd).
Why Are English Pragmatics Important For ELL's to Understand?
The development of pragmatic and sociolinguistic rules of language is important for language learners. It is necessary to understand and create language that is appropriate to the situations in which one is functioning, because failure to do so may cause users to miss key points that are being communicated or to have their messages misunderstood. Worse yet is the possibility of a total communication breakdown and the stereotypical labeling of second language users as people who are insensitive, rude, or inept (Hong Xu, 2010). Maintaining a conversation in English requires a certain amount of knowledge underlying responses that prompt a speaker to continue, show understanding, give support, and indicate agreement.
Challenges For ELLs.
All languages and cultures have their own sets of pragmatic rules. Subsequently, ELLs often show significant differences from native speakers in the area of language use, in the execution and comprehension of certain speech acts, in conversational functions such as greetings and leave takings, body language during communication, and in conversational management such as short responses (Curzan & Adams, 2012). Research shows that when left to their own devices such as contact with English in and out of the classroom, the majority of learners do not acquire the pragmatics of the target language on their own (Hong Xu, 2010). Therefore, they require instruction in order to acquire English pragmatic rules.
Which SOL Goals May Be Influenced By Students Limited Knowledge of English Pragmatic Rules?
Oral Language
SOL Objective 1- The student will demonstrate and understanding of oral language structure.
SOL Objective 6- The student will use semantic clues and syntax to expand vocabulary when reading.
SOL Objective 12- The student will write stories, letters, and simple explanations.
SOL Objective 1- The student will demonstrate and understanding of oral language structure.
- Create oral stories to share with others.
- Create and participate in oral dramatic activities.
- Use oral language for different purposes: to inform, to persuade, to entertain, to clarify, and to respond.
- Share stories or information orally with an audience.
- Participate as a contributor and leader in a group.
- Retell information shared by others.
SOL Objective 6- The student will use semantic clues and syntax to expand vocabulary when reading.
- Use information in the story to read words.
- Ask and answer questions about what is read.
- Locate information to answer questions.
- Ask and answer questions about what is read.
- Locate information to answer questions.
SOL Objective 12- The student will write stories, letters, and simple explanations.
What Difficulties May Teachers Observe?
If their students come from cultures in which the pragmatic rules are different than those of English (e.g., cultures where they do not look into peoples eyes when they talk to them in order to show respect), teachers may find that their students struggle to communicate effectively/appropriately in the classroom (SOL Objectives 1 & 3). Additionally, these students may struggle with the hidden meanings within their textbooks, which may negatively affect their reading comprehension (SOL Objectives 6, 8, & 9). Moreover, students with limited knowledge of English pragmatic rules may struggle with material that is culturally and socially appropriate (e.g., they may use a writing style that is uncommon in English) (SOL Objective 12).
Strategies Teachers Can Use to Help Their ELLs Acquire Knowledge Regarding English's Pragmatic Rules.
- Explicitly teach pragmatic skills. ELL's come from a different cultural background and will need to be taught acceptable behavior when it comes to spoken and written communication. For example, how and when to ask questions.
- Use and model appropriate discussion language and behavior. A good model of pragmatic skills provides students with a model to emulate.
- Use cooperative learning and small group instruction. The more opportunities the ELL's have to interact with their peers, the more they will learn the implicit rules of language. For example, what you shouldn't say directly, such as asking a professor for a test back (which would be considered a social affront).
Activities That Can Be Used in The Classroom to Promote Knowledge Regarding English Pragmatics.
- Analyze what is said "between-the-lines" of a text. The teacher should read text out loud and discuss with them what is not said directly, but is implied.
- Role play. Students should role play certain pragmatic skills, such as how they should ask a question (e.g., make-eye contact, and wait till the teacher is done talking).
- Have students compare the pragmatic rules of students home language to those of English. This activity will help them to become more aware of English pragmatic rules. This will promote code-switching, in which students have the ability to switch between the pragmatic rules of their native language and those of English in appropriate context.