Pragmatic Group9
Transcript of Pragmatic Group9
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1. Pham Thi Hoang Diep
2. Hoang Thi Lien Giang
3. Ha Hong Xuan Truong
Instructor : Dr. Truong Vien
Members :
- PRINCIPLES of RELAVANCE (Sperber and Wilson)
- TEACHING PRAGMATICS
- PRAGMATICS and RESEARCH
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OUTLINE
Mr.Truong
Introduction
Ms.Giang
1. Definition of relevance theory2. The essential principles of relevance theory
Ms. Diep3 . Why teach pragmatics in language classes ?4 . What pragmatic features should be taught ?5. How can pragmatic be taught ?
Mr.Truong
6. Compliments in Cross-Cultural Perspective.
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A funny clip
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Here isyour bill .
No, I have
my ownbill
already
its
bill
A water billor an
electricitybill
Funny pictures
bill = mouth
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Definition of
Terms
Implicature
Explicature
Relevance
Theory
Ms. Lien Giang
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What is the information on thetraffic sign explicated?
The explicature
An angle was parking
There was a parking place forangles
Angle
parking
Look at the example below :
There is a parking place ahead
for those who want to visit thesculpture known as Angle oftheNorth
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Look at the conversation below :
What is the implicit meaning of the conversation?
- Not all the children got stomach flu.
- The summer camp didnt go as well as hoped.
Did thechildrensummercamp go
well?
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Whats an implicature ?
IMPLICIT MEANING AN IMPLICATUREAN IMPLICATURE
is an inference whichprovides the addressee with the most relevant
interpretation of the utterance
(Sperber & Wilson, 1995)
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Relevance theory
Relevance theory (RT) by Sperber & Wilson
(1986): Grices Cooperative Principles and thefour maxims can be replaced by one principleof relevance impossible to find instanceswhere relevance is not invoked by the speaker.
Rather, the requirement according to RT is that
the successful communicator makes his or her
intended meaning transparent to the addressee.
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Every utterance produces an
expectation that the information in it
will be relevant to the addresses, andthe addressee seeks the interpretation
of the utterance that will generate the
relevance to avoid misunderstanding
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Principles of Relevance Theory
1. Determine the relevance of utterances.Mary : Would you like to come for a run ?
Bill: I am taking a rest today.
2. Make some assumptions about the hearercognitive abilities and contextual resources.
Question: Have you read my books?
Context:
- The speaker & the hearer are roommates.
- The speaker & the hearer are teacher and student.
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Principles of Relevance Theory
3. Require an inferential process from a widerange of logical and semantic relations.
GIRL: If we become engaged, will you give me a ring?
BOY : Sure, what's your phone number?
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Teaching pragmatics in language classroom
Ms. Hoang Diep
1. Why teach pragmatics in language classes ?2. What pragmatic functions should be taught ?
3. How can pragmatics be taught ?
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No, I wouldntWould you
like a cup
of coffee ? No,
thanks
Look at the conversation below :
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What do you
want?
What would
you like ?
Look at the conversation below :
I want an ice
coffee
Id like anice coffee
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Whats wrong with these conversations?
Problem of pragmatic failure
A pragmatic error may hinder good
communication between speakers.
(Takenoya)
good at grammatical competence.
not good at social linguistic
competence.
Speaker andHearer
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Why teach pragmatics in language classes ?
Aim of language learning and teaching
Communicative
competence
Grammatical
Sociolinguistic
Discourse
Strategic
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Why teach pragmatics in language classes ?
- Show differences from native speakers in languageuse.
- Not always develop pragmatic knowledge at the samelevel as their grammatical knowledge.
Language learners:
Language classrooms:
Good places
- to interpret language use and practice
- to provide input and interpretation.
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What pragmatic functions can be taught ?
Conversation 1
Teacher: Good morning everyone.
Students : Good morning teacher /Mr.How are you ?
Conversation 2
Man: Would you like to have dinner out with me tonight ?/Dinner out with me tonight, Ok?
Lady: Id love to. At what time can we meet ?.....
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What pragmatic functions can be taught ?
Some
Pragmatic
Functions
Greetings
Inviting, Arranging
Saying goodbye
Saying sorry, thanks
Refusing, Accepting
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How can pragmatics be taught?
Authentic language samples Input ( teaching materials )
Sources:
Activities:
Management:
- Raising awareness through observation tasks
- Offering different pragmatic options for the learners tochoose in different contexts
- Making pragmatic analysis rather than sentence analysis
- organizing activities.
(group, pair)Teachers flexibility
- providing materials
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Raising awareness through observation tasks
1. Mary: You look nice in your dress today.Helen: Thank you.2. Mai: Trng bn hm nay xinh qu
Lan: Vy h ?. Mnh thy cng thng m
Conversations
1. Observe the speakers and hearers talk:
(where are they?, what is the relationship betweenthem? , what does the speaker want to do?, what is the
hearers answer?...)
2. Observe the pragmatic differences between cultures
Tasks
Identify the pragmatic problems
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Offering pragmatic options, making pragmatic analysis
- If you want to borrow a pen from your friend, whatcan you say?
1. Give me your pen
2. I forgot my pen.
3. Lend me a pen , please.
4. Could you lend me your pen ?
5. Would it be possible for you to lend me your pen ?
making pragmatic analysis
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Pragmatic analysis
Sentence :1,2,3 is appropriate for friends
Sentence: 4 is most polite and in formal situations.
Sentence:1, 5 are not good for superiors, strangers.
Sentence: 5 is too formal. Sometimes it becomes
unnatural.
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PRAGMATICS AND RESEARCH
1. The production of Speech Acts by EFL Learners
2. Compliments in Cross-Cultural Perspective
3. Giving and receiving compliments
A cross-cultural study in English and Vietnamese
Nguyen Phuong Suu
Nessa Wolfson
Andrew D. Cohen & Elite Olshtain
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Nessa WolfsonWhats a compliment ?
A favorable judgments or opinion, saying something
nice to another individual ( Manes & Wolfson , 1981)
Whats a compliment ?
Ex 1 : A : That hat is really good . It suits you very well
B : Oh, is that right ? Its warm
EX2 : A :The food is delicious , Im fullB : If you come next time, Ill prepare the same
food.
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A : You must have been tired doing all the shopping
B : Is it so ? Now you can do the cooking
A : Youve saved a lot of money in your account, ha ?B : Oh, no. Please dont tease me
* Some examples need considering
Indonesian
Compliments in some countries
It is much more difficult to understand
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Ex1 : A : Oh! You have a nice dress on, Mrs. A
Ex2 :A : This is nice. Did you buy it in New York ?
B : No, its old. There something wrong with the strap.
* Some examples need considering
Japanese
So much similarity between Japanese & American
Compliments in some countries
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A : Your earrings are pure gold, arent they ?B : Yes, they are. They must be pure gold when you put
them on.A : Money is a necessary condition to become attractive,
indeed.
B : I thing so too.
* Some examples need considering
Japanese American English
Compliments in some countries
Not acceptAnothers atractnessdepends on having money.
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Compliments in some countries
Ex1 : Hey, Whats the occasion ? You lookreally nice today
Ex 2 : Wow! Linda, What did you do to your
hair ? I almost didnt recognize you .
Americans
Non-native
speakerunsure of their meaning
compliments
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* Some examples need consideringA : She is like the moon and she has beautiful eyes
Son : Its delicious Mom. I hope you hands never havepain.
Mom : Im glad you like it
An Arabic speaker
An Iranian boy
Compliments in some countries
Americans Not make use of such proverbs or
set phrases in giving compliments.
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Adjectives are used with any frequency
nice
good
pretty
great
beautiful
American English
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Americans
1. The formulaic compliment .explicitly recognized by native speakers of
American English
is is notA. B.
2. American do a(an) .. amount of
complimenting.
excessive littleA. B.
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