Pragmatics in ELT

8/9/2019 Pragmatics in ELT

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Masarykova univerzita

Filozofická fakulta

Katedra anglistiky a amerikanistiky

Magisterská diplomová práce

2008 Markéta Nováková

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Masaryk University

Faculty of rts

!epartment of "nglis#

and merican $tudies

English Language and Literature

Markéta Nováková

%ragmatics in "nglis# &anguage 'eac#ing( )ulture $pecific *ays of "+pression

Master’s Diploma Thesis

Supervisor: doc !hDr Ludmila "r#anová$ %Sc

2008

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' declare that ' have (orked on this thesis independentl)$

using onl) the primar) and secondar) sources listed in the #i#liograph)

***************

+uthor’s signature

,


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M) sincere thanks go to Dr Ludmila "r#anová

-or her kind support and valua#le advice

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Ta#le o- %ontents

'ntroduction ***********************/

)#apter , !ragmatic +spects o- EnglishTeaching and Learning**0

11 The Scope o- !ragmatics **************** 0

1& !ragmatic %ompetence *****************

1&1 Determinants o- !ragmatic %ompetence ********12

1&11 Level o- !ro-icienc) *************12

1&1& Length o- Learning !rocess **********11

1&& !ragmatic Tests ***************** 1&

1&, Test o- !ragmatic and 3rammatical 4ecognition **1.

)#apter ,, %ultural +spects o- English Teaching and Learning**10

&1 %ross5%ultural !ragmatics ****************10

&& The E6tent o- %ross5%ultural Training and 'nstruction *****&,

&&1 Deductive vs 'nductive !ragmatic 'nstruction *****&7

&&& E6plicit vs 'mplicit !ragmatic 'nstruction*******&/

&, %ultural +(areness ******************&0

&,1 %ultural +(areness 4aising +ctivities in 8usiness English* ,2

&,& %ultural +(areness 4aising +ctivities in 3eneral English * ,.

)#apter ,,, Speci-ic 9eatures o- %ech Learners o- English***,0

,1 The %ech Learner ******************,0

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,11 3rammatical 'nter-erence **************,0

,1& Le6ical 'nter-erence ***************.7

)#apter ,- %onte6tual +pproach*************.;

.1 Language in %onte6t *****************.;

.11 Situational %onte6t ***************.;

.1& %onte6tualiation %onventions ***********.

)#apter - !oliteness Strategies in 4e


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,ntroduction

This (ork attempts to e6plore the position pragmatics occupies in modern second

language teaching ' (ould like to emphasie the importance o- the presence o- pragmatic

instruction in English language teaching in order to develop learners’ pragmatic competence

in a meaning-ul and natural (a) Mastering a language does not onl) mean ac


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language$ namel) re


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4% Stalnaker tends to #e #rie-er$ in his (ords$ pragmatics is @the stud) o- linguistic acts

and the conte6ts in (hich the) are per-ormed A1/&:,0,BC

./2 %ragmatic )ompetence

+ccording to 8achman A12:0/B$ language competence includes t(o core components$

@organiational competenceC and @pragmatic competenceC The -ormer re-ers to grammatical

competence and te6tual competence The latter one consists o- @illocutionar) competenceC

and @social linguistic competenceC 'llocutionar) competence re-ers to kno(ledge o-

communicative actions and ho( to per-orm these actions Social linguistic competence means

the a#ilit) to use language appropriatel) according to the situation

Mastering a language does not onl) mean ac


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evidenceB such individual communicative acts as greetings$ leave5takings$ re


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di--ered in the order and -re


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communication at a given level o- competence +t the end o- the 1/2s$ -irst te6t#ooks #ased

on -unctional s)lla#uses started to appear 'n a t)pical grammatical s)lla#us$ structures (ith

the (ord @(ouldC tend to appear in the conte6t o- the second conditional$ it means in later

units =hereas in a -unctional s)lla#us @(ouldC appears ver) earl) in phrases like @=ould

)ou like* C Even #eginners can #e made ac


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!ragmatic pro-icienc) is tested in pragmatic tests There are (ritten discourse completion

tasks$ multiple5choice discourse completion tasks$ oral discourse completion tasks$ discourse

role5pla) tasks$ discourse sel-5assessment tasks$ and role5pla) sel-5assessments

8ardovi5arlig and DKrn)ei A10B investigated the relevance o- grammatical and

pragmatic errors as the) are vie(ed #) the English as a -oreign language AE9LB$ English as a

second language AESLB learners and native speakers ANSsB 'n a test o- 7., learners and their

teachers in ungar) and the "nited States$ the results sho(ed that E9L learners and their

teachers identi-ied and ranked grammatical errors as more serious than pragmatic errors$ #ut

ESL learners and their NS English teachers sho(ed the opposite pattern +nother interesting

result o- this stud) (as that learners did not al(a)s recognie the pragmaticall) correct items

Asee asper H 4ose$ &221: ;,5/B

Dra(ing on the situation in the %ech environment$ the test (ould pro#a#l) #ring similar

results Most learners still regard grammatical errors as more serious than the pragmatic ones

This is due to the old educational s)stem (hen students’ per-ormance (as Gudged #) their

errors$ not #) (hat the) (ere good at "n-ortunatel)$ the e--ects o- this s)stem are still to #e

o#served in %ech schools in general "ndou#tedl)$ the a#sence o- teaching pragmatic

competence at schools contri#utes to the -act that grammatical errors are still regarded as less

relevant than the pragmatic ones (hich$ parado6icall) can lead to much more

misunderstanding and social -au6 pas

Most o- E9L learners -irst realie the importance o- pragmatic competence no sooner than

during their universit) studies$ ma)#e not as a part o- their practical English seminars #ut in

seminars o- sociolinguistics

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./2/ 'est of %ragmatic and 1rammatical "rror ecognition

The -ollo(ing multiple choice test is to #e -ound in an old edition o- English File Upper-

Intermediate eacher!s "ook This test is designed as a revision and consolidation o- social

responses as the) (ere introduced in !ractical English sessions at the end o- each unit in

English 9ile 'ntermediate Students are presented (ith -ourteen situations Their task is to

choose the most appropriate response >ne o- the three choices contains a grammatical error$

one is -alse -rom the pragmatic point o- vie( and one is correct #oth grammaticall) and

pragmaticall)

The test serves as a valua#le source -or pragmatic discussion Students tackle each option$

identi-) the correct one and give reasons -or their choice %ech adult students ma)

sometimes -eel an6ious a#out making grammatical mistakes in their speech Some students

re


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lapses o- %ech students and to speci-) the main characteristics o- %ech learners during m)

o#servation in the class

The students (ho took the test and e6plained reasons -or their choices (ere intermediate

students =ithin this level o- pro-icienc) possi#le di--erences (ere o#serva#le in terms o-

language a#ilities ' am going to illustrate the results o- m) o#servation on the situations in

(hich the appropriate usage o- reption b (as considered

to #e suita#le #e-ore the instruction$ #ut accepted as inappropriate a-ter the instruction

+ $ou!re staying at a hotel% and you have to get up at ,.# the next morning. &hat do you

say to the receptionist'

a( *ould your wake me up at ,.# tomorrow% please'

b( *all me at ,.# tomorrow.

c( *an you to call me tomorrow at ,.#% please'

The maGorit) o- students identi-ied option a as pro#a#l) more appropriate than option c

(ithout recogniing the grammatical error in c T(o students considered option b as

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inappropriate #ecause the speaker did not e6plain the reason (h) he (ants to #e (oken up

and thus the receptionist (ould not kno( (hat to sa) in the morning al- o- the students

suggested that option b could #ecome appropriate #) adding please This re-lects a general

idea o- %ech students that please can make a command sound polite

$ou bought some /eans yesterday but when you got home you saw the 0ip was broken.

$ou take them back the next day. &hat do you say to the shop assistant'

a( 1ive me back my money.

b( I!d like my money back% please.

c( *ould I have back my money% please'

The maGorit) o- students identi-ied option c as the most appropriate dra(ing on a

presupposition that I!d like is similar to I want and thus #oth -orms sound impolite The

grammatical error -ailed to #e recognied 'n some cases the phrase *ould I have back my

money% please' (as identi-ied as inappropriate due to #eing too polite considering the

circumstances o- a complaint

2 $ou!re on holiday and you!re trying to find the station but you!ve got lost. $ou stop

someone in the street. &hat could you say'

Excuse me%

a( could you tell me the way to the station'

b( how do I get the station'

c( you3 ell me where the station is.

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+ll students considered option c as impolite >ptions a and b (ere #oth -ound appropriate 't

is (orth emphasising that (hen tr)ing to catch some#od)’s attention$ the phrase Excuse me is

to #e used instead o- 4lease %ech learners tend to use 4lease in similar situations as a result

o- a negative trans-er

$ou!re in a friend!s house and need to make a phone call. &hat could you say'

a( 5o you mind if I use your phone'

b( 6ay I to use your phone'

c( I want to make a phone call% 7k'

+ll three phrases (ere -ound appropriate (ith certain reservations >ption c (as argued to #e

accepta#le due to the -act that the addressee is a -riend and thus I want does not sound

impolite Some students e6pressed dou#ts (hether to use the 5o you mind 8 phrase The)

considered the phrase rather complicated

9 $ou!re on holiday with a friend. $ou!ve got a camera but you!d like a photo with both of

you in it. $ou stop a stranger. &hat do you say to him:her'

Excuse me%

a( would you mind take a photo of us'

b( do you think you could take a photo of us'

c( sir3 ake a photo of us% please.

The maGorit) o- students identi-ied options a and b as appropriate and option c as rude The

phrase &ould you mind (as considered rather complicated and thus unlikel) to #e used

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The results o- the test reveal that more linguisticall) pro-icient students (ere a#le to

recognie the grammatical errors more easil) The same students did not necessaril)

demonstrate the a#ilit) to recognie pragmatic errors This -act underlines the claim that

pragmatic pro-icienc) does not rel) on linguistic pro-icienc)

%ech learners appear to #e reluctant to adGust to more polite inherent -eatures o- the English

language in order to #roaden their re


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Situation A%ohen H >hlstein$ 1,:7.B:

$ou arranged to meet a friend in order to study together for an exam. $ou arrive half an hour

late for the meeting.

Friend ;annoyed(< I!ve been waiting at least half an hour for you3

$ou< ----------------------------

Transcript o- the role pla) A%ohen H >hlstein$ 1,:7.577B

Friend< I!ve been waiting at least half an hour for you3

Nogah< )o what3 It!s only an = a meeting for = to study.

Friend< &ell. I mean = I was standing here waiting% I could!ve been sitting in the library

studying.

Nogah< "ut you!re in you house. $ou can = you can study if you wish. $ou can do whatever

you want.

Friend< )till pretty annoying = I mean = try and come on time next time.

Nogah< 7>% but don!t make such a big deal of it.

Friend< 7>.

Judgement and perception o- this situation #) a NNS (as completel) di--erent -rom ho(

a NS perceived it The NS opted out -rom per-orming an apolog) #ecause he did not consider

keeping someone (aiting in his or her o(n house as a serious o--ence

Semantic -ormulas 5 NSs and NNSs ma) also di--er in using di--erent semantic -ormulas

Semantic -ormulas represent the means #) (hich a particular speech act is accomplished

>lshtein and %ohen A10,B claim that an apolog) ma) contain an illocutionar) -orce

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indicating device A I!m sorryB$ and e6planation Ahe bus was lateB an ackno(ledgement o-

responsi#ilit) A It!s my fault B$ an o--er o- repair A I!ll fix it B or promise o- -or#earance A It won!t

happen againB er#al avoidance (as -ound the second most common strateg) o- NNSs

er#al avoidance can #e realied #) using hedges A I don!t knowB A8ee#e et al$ 12B or #)

postponement$ asking -or repetitions and re


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& )o% I% I /ust decided on taking the language structure.

8ased on the -ollo(ing e6amples -rom art-ord and 8ardovi5arling’s stud) o- reGecting

sessions$ (e can see the same tendenc) The NS use do(ngraders A I!m not sure% reallyB$

(hereas the NNS chooses an upgrader Aat all B

NS AreGectionB: I!m not sure that I!m really interested in the topic.

NNS AreGectionB: I would rather not take this course because the topic doesn!t interest me at

all.

There are some more aspects that need to #e taken into consideration and the) are not so

easil) o#serva#le 5 perception and Gudgement NSs and NNSs ma) not perceive and

understand the same situation in the same (a) NNSs (ho (ere not #rought up in the

communit) that speaks the -oreign language ma) -ind it di--icult to identi-) the potential

meaning in the given conte6t

+ %ech learner during her sta) in 'reland (as asked


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=ol-son A10B argues that learners ma) -ind di--iculties recogniing the -unction o- a

speech act -rom its illocutionar) -orce 9or instance$ +mericans use compliments as

conversation openers:

American< $our blouse is beautiful.

*hinese< hank you.

A< 5id you bring it from *hina'

*< $eah.

The %hinese student (as not a#le to recognie the conversational -unction o- the compliment$

although the +merican speaker made a second attempt

+ similar case ma) #e seen #et(een NSs o- English and their %ech counterparts in their

greetings The simple @o( are )ou$C is not intended to gain a detailed description o- the li-e

o- the person (ho is asked$ (hich is o-ten (rongl) understood #) the %ech learners o-

English

+s 8akhtin A10;B sa)s: @Language is not a neutral medium that passes -reel) and easil)

into the private propert) o- the speaker’s intentions$ it is populated5overpopulated5(ith the

intentions o- others E6propriating it$ -orcing it to su#mit to one’s o(n intentions and accents$

is a di--icult and complicated process Asee ramsh$ 1,:&/BC ramsh dra(s on 8akhtin and

claims that @it is through dialogue (ith others$ native and non5native speakers$ that learners

discover (hich (a)s o- talking and thinking the) share (ith others and (hich are uni


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using language makes it di--icult -or NNSs to communicate (ith the speech communit) and

share their kno(ledge and e6perience

ramsh


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Saville5Troike concludes that it should #e the learners’ o(n decisions to (hat e6tent the)

(ill adopt ne( (a)s o- thinking and doing >n the one hand$ not leaving one’s o(n cultural

speci-ications can #e vie(ed as enrichment and contri#ution to the second language culture

>n the other hand$ it might #e misinterpreted #) people (ho are not -amiliar (ith all the

cultural nuances$ (hich is completel) understanda#le The -oreign language educator Jorden

points out a dilemma: @=ithout -orcing the person to change her (a)s$ ' think it’s e6tremel)

important to e6plain to her ho( the average +merican reads that particular signal The person

can then make her o(n decisionC Ai#idB

'n one ESL class$ -or e6ample$ Japanese students (ere asked to introduce themselves #)

their -irst name So the) said: @M) name is TaroC and so on$ #ut then suddenl) one man$ the

oldest in the class$ said: @' (ill #e called Mr TanakaC The teacher (as ver) upset and asked

me (hat to do a#out it +nd ' told her$ o- course it’s all right -or him to #e called Mr Tanaka$

#ut he must kno( ho( +mericans are going to react to someone in this culture (ho sa)s:

@Don’t call me #) m) -irst name$ call me onl) Mr TanakaC Ai#idB

The


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't can #e argued that the %ech societ) is not al(a)s egalitarian !eople are a(are o-

status di--erences 't is up to the individual ho( he or she (ill tackle the di--erences o- status

%echs tend to use surnames and @v)C -orm (ith people the) do not kno( (ell$ their teachers$

doctors$ emplo)ers$ authorities in general

'n ever)da) li-e %echs (ho do not kno( each other ver) (ell (ould address themselves

#) their surnames The) (ould sa) @v)C and @do#r denC instead o- @ahoGC 'n an English

class$ the same people have to -ace a ne( situation$ and so does the teacher 't does not -eel

ver) natural to call one student !etr and his classmate pro-essor Oern or Mr Oern The

students themselves have a similar pro#lem !etr is e6pected to call his #oss !avel$ (hich

other(ise (ould #e completel) inappropriate and vice versa This dilemma can #e vie(ed as

a matter o- instructional simpli-ication$ ie it makes the classroom communication easier 8ut

at the same time (e are dealing (ith a rather sensitive matter =e are adopting a ne( (a) o-

egalitarian thinking$ (hich is not t)pical o- the %ech societ)

2/2/. !eductive vs/ ,nductive %ragmatic ,nstruction

ESL environment #rings considera#le #ene-its -or learners The ESL environment in (hich

learners live and stud) at the same time is undou#tedl) ac


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grammatical rule or pattern is e6plicitl) stated at the #eginning o- the learning process and the

students appl) this rule or pattern in the -ollo(ing e6amples and e6ercises The inductive

method (orks as a guided discover) (hen students -irst encounter various e6amples o- a

language phenomenon in an appropriate te6tual conte6t The discover) is then lead #) the

teacher (ho asks a -e( clear concept


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learners to develop their sociopragmatic pro-icienc) in the target language in order to prevent

con-usion and esta#lish comprehension

2/2/2 "+plicit vs/ ,mplicit %ragmatic ,nstruction

Schmidt’s Noticing )pothesis Asee Ellis$ 1/:77B states that conscious noticing is an

essential condition -or converting input to intake 'n other (ords$ learning re


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(here the learners #ene-ited -rom the teacher’s instruction 'n a later stud)$ (hich (as #ased

on the pilot stud)$ Tate)ama compared the e--ectiveness o- e6plicit and implicit instruction via

role5pla)s and multiple5choice tests The participants o- this stud) (ere assigned randoml) to

e6plicit and implicit groups 'nstructions -or the e6plicit group comprised o- e6planations on

the use o- speci-ic routine -ormulas$ vie(ing video e6tracts containing these -ormulas$ the use

o- handouts (hich illustrated and e6plained the di--erences in usage o- the routine -ormulas in

certain social conte6ts and inevita#le discussions The implicit group (as not provided an) o-

the e6plicit pragmatic activities The) (ere asked to (atch a video and pa) attention to an)

-ormulaic e6pressions The results o- the ne( stud) (ere rather inconsistent (ith the results

o- the pilot stud) There (ere no signi-icant di--erences in the per-ormance o- the t(o groups

The divergence might #e accounted -or several -actors including the insu--icient amount o-

time$ motivation$ amount o- contact (ith native speakers outside o- class$ academic

per-ormance or even individual learning st)les

2/ )ultural 4areness

Linguistic studies in the -ield o- pragmatics have encouraged a(areness o- the degree to

(hich cross5cultural communication is a--ected #) culturall)5related -actors These -actors

include people’s e6pectations concerning the appropriate level o- -ormalit) and degree o-

politeness %ultural a(areness is a term (hich descri#es sensitivit) to the impact o-

culturall)5induced #ehaviour on language use and communication

'n eaching *ulture$ Ned Seel)e A10B provides a -rame(ork -or -acilitating the

development o- cross5cultural communication skills The -ollo(ing are modi-ications o- his

seven goals o- cultural instruction ATomalin$ Stempleski$ 1,:/50B

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1 To help students to develop an understanding o- the -act that all people e6hi#it culturall)5

conditioned #ehaviours

& To help students to develop an understanding that social varia#les such as age$ se6$ social

class$ and place o- residence in-luence the (a)s in (hich people speak and #ehave

, To help students to #ecome more a(are o- conventional #ehaviour in common situations in

the target language

. To help students to increase their a(areness o- the cultural connotations o- (ords and

phrases in the target language

7 To help students to develop the a#ilit) to evaluate and re-ine generaliations a#out the target

culture$ in terms o- supporting evidence

; To help students to develop the necessar) skills to locate and organie in-ormation a#out the

target language

/ To stimulate students’ intellectual curiosit) a#out the target culture$ and to encourage

empath) to(ards its people

Language and culture cannot #e separated Success-ul communication entails more than

competence in grammar and voca#ular) Learners must also develop an a(areness o- ver#al

and non5ver#al culturall)5determined patterns o- communication %ulturall) di--erent patterns

o- communication are a common source o- misunderstanding

%ultural a(areness raising activities should #ecome an integral part o- English lessons +

(ide range o- materials is availa#le The) include te6t#ooks$ radio and television #roadcasts$

internet sources$ ne(spapers and magaines Toda) te6t#ooks contain sections -ocused on

cultural a(areness These sections are to #e -ound predominantl) in #usiness te6t#ooks (hich

aim to prepare entrepreneurs -or situations in (hich the) have to demonstrate an a#ilit) to

deal (ith their -oreign #usiness partners sensitivel)

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2//. )ultural 4areness aising ctivities in 5usiness "nglis#

!aul Emmerson and Nick amilton in their latest resource #ook Five-6inute Activities for

"usiness English o--er a use-ul #ank o- activities re-lecting real5li-e #usiness activities such as

emails$ telephone conversations$ making e6cuses$ negotiating$ complaints and cultural

a(areness

' am going to outline some o- these activities since ' have personall) participated in them

as a student The lessons (ere led #) !aul Emmerson himsel- 4ecentl) ' have used the same

activities m)sel- on the occasion o- a methodolog) (orkshop +ll the participants (ere

e6perienced teachers o- general English

+ctivit) 1

*utural controversy

!rocedure:

The teacher (rites one o- the -ollo(ing statements a#out culture on the #oard:

All over the world% wherever you go% people are the same.

1lobalisation means that there is now only one business culture.

&hen in Bome% do as the Bomans do.

I don!t think about cultural differences =I treat everyone I meet as an individual.

*ultural stereotypes are a dangerous thing.

"usiness is business all over the world = cultural awareness is not that important.

Students are asked to discuss the statement in pairs or small groups$ the (hole class

discussion can -ollo( ' -ind this activit) ver) eas) to set up The statements$ i- care-ull)

,2


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chosen according to the capa#ilities o- the students$ provoke vivid discussions$ especiall)

(hen the students are o- di--erent nationalities

+ctivit) &

Iceberg or onion

!rocedure:

+


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7nion layers = staring from the inside = self% family% gender% age% social class% ethnic group%

region% country% universal human nature

7nion layers ;more business like version( = self% team% department% profession% organi0ation%

national culture% international culture

Emmerson suggests a -ollo(5up discussion:

Iceberg discussion = it!s relatively easy to think of how behaviour and customs differ from one

country to another ;top of the iceberg(% but how do values and beliefs differ' ;possible

answers< attitudes to time% directness vs. indirectness% facts and figures vs. personal

relationships% competitive: individualistic vs. cooperative:collectivist% hierarchical power

structure vs. flat% etc.

7nion discussion = Is it true that international business culture is becoming the same all over

the world' Cow important are the other layers of the onion% national culture ;American

business culture vs. European' *hinese vs. Dapanese'(% professional culture ;marketing

people vs. finance people'(% company culture ;Cas anyone worked for two companies in the

same area of business' Cow were the cultures different'(% gender culture ;5o women all over

the world have a similar business style'(% age culture ;5o young people all over the world

have a similar business style'(% etc.

8e-ore introducing this activit) in the class$ students’ needs$ e6perience$ interests$ mental

capacit) and o- course the level o- their English Apre-era#l) intermediate and up(ardsB have

to #e care-ull) considered ' can imagine doing this activit) in an international compan)$

(here people are used to responding to challenges and dealing (ith -oreign cultures To make

the activit) easier$ the teacher can suppl) possi#le suggestions on slips o- paper and students

are asked to attach them to the pictures o- ice#ergs and onions

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+ctivit) ,

Flight to Bubovia

!rocedure:

Teacher e6plains the situation:

?$ou are on your first business trip to Bubovia. $ou board the flight and the cabin crew and

passengers are all speaking Bubovian. $ou don!t understand a word. A Bubovian business

person sits next to you and wishes you good afternoon in excellent English. 7ver the next few

hours you have a wonderful opportunity to find out about Bubovian culture% both general

culture and business culture. &hat uestions will you ask the friendly passenger at your

side'@

Students (rite do(n their


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The teacher gives a -e( e6amples and then elicits ideas -rom the students Students can re-er

to their travel or #usiness e6periences The discussion can #e held on a general or #usiness

level

+t the #eginning o- this session on cultural a(areness$ the participants -elt slightl)

uncom-orta#le during their per-ormance 't (as caused #) the -act that the) do not have

opportunities to discus cultural di--erences on a regular #asis$ and thus the) need more time to

adapt themselves to a ne( situation The teacher needs to stimulate the activit) in order to

provoke students’ interest and encourage participation 't is necessar) to introduce the issue in

a natural (a) allo(ing su--icient thinking time to students The teacher has to esta#lish a

rela6ed atmosphere in (hich students do not -eel uneas) to present their ideas and

e6periences !air (ork and group (ork are necessar) so that such atmosphere (as provided

2//2 )ultural 4areness aising ctivities in 1eneral "nglis#

Materials on cultural a(areness in #usiness te6t#ooks and #usiness resource #ooks are

(idel) availa#le 3eneral English te6t#ooks operate (ith the cultural a(areness phenomenon

to a rather limited e6tent$ #ut there are a -e( e6amples in (hich this topic is tackled

New English File Intermediate o--ers a dou#le page devoted to 8ritish politeness 'n a

light5hearted manner students are -aced (ith di--erent vie(s o- English politeness There is a

picture o- a dro(ning man (ho is calling -or help: @elpPC + passer5#) (alking his dog is

taken a#ack #) such rude attitude F imperatives are considered as impolite$ especiall) (hen

talking to strangers 8ut the passer5#)$ #eing a(are o- good manners$ does not hesitate to

thro( the poor man a li-e #elt as soon as he hears: @E6cuse me$ Sir '’m terri#l) sorr) to

,.


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#other )ou$ #ut ' (onder i- )ou (ould mind helping me a moment$ as long as it’s no trou#le$

o- courseC

+n article called %ulture Shock -ollo(s in the same manner 't descri#es di--erent notions

o- good manners among the English and the 4ussians and mentions various

misunderstandings (hich can occur due to the lack o- intercultural a(areness ' am going to

include onl) a short e6tract -rom the article +n English (i-e$ Miranda$ complains a#out her

4ussian hus#and: Another thing that Alexander /ust couldn!t understand was why people said

things like ?&ould you mind passing me the salt% please'@ Ce said% ?It!s only salt for

goodness sake3 &hat do you say in English if you want a real favour'@ The couple solved the

pro#lem o- di--erent cultural #ackground #) taking a reasona#le precaution: At home we now

have an agreement. If we!re speaking Bussian% he can say ?4our me some tea@% and /ust

make a noise like grunt when I give it to him. "ut when we!re speaking English% he has to add

a ?please@% a ?thank you@% and a smile.

+n interesting


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surprised that some o- them -ailed the course e suggests that the English should #e more

direct and sa) (hat the) think

!aula$ a #usiness(oman -rom +rgentina$ thinks that English people are so polite that it

makes the Latin people$ (ho are o-ten nois) and e6trovert$ think the) are cold or un-riendl)

'n her opinion the English should rela6 more

Melik$ an economist -rom Turke)$ thinks it is a good thing that English people are polite

and a#le to respect other people’s opinions Their manners are much #etter than the Turkish

ones e also sa)s that it does not appl) to all English people$ -or e6ample the -oot#all

hooligans

4enata$ a student -rom 3erman)$ also o--ers an interesting vie( >n a rain) da)$ she (as

(alking along the streets o- London Ever)#od) (as carr)ing their um#rellas and ever) time

the) accidentall) hit her$ the) (ould sa): 7h% sorry. I!m awfully sorry. I!m terribly sorry

4enata does not think English people are too polite The) keep sa)ing @sorr)C and @thank

)ouC$ #ut the) do not reall) mean it

This listening activit) o--ers several vie(s on English politeness (ith (hich students can

identi-)

'n the last speaking activit)$ students are given -ive situations Agreeting people$ in a

restaurant$ men and (omen F a man’s role$ driving$ visiting peopleB and the) are to discuss

(hat is meant to #e good or #ad manners in the particular situations in their countries

+lthough the authors’ intention (as not to introduce the issue o- cultural a(areness on its o(n

F the activities correspond (ith the grammar o- modals -or o#ligation$ and speaking$ reading

and listening skills are an important part o- the unit too$ the topic is ver) (ell designed and

students usuall) appreciate #eing e6posed to an) materials (hich ena#le them to discuss not

onl) di--erences #et(een L1 and L&$ #ut also di--erences in culture as such The) are o-ten

ver) motivated during similar discussions$ (hich can naturall) #ecome much personalised

,;


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Students discuss the notion o- English politeness$ the (a) the) vie( it$ the) can provide

their o(n e6periences 'n most cases %ech students tend to misunderstand English politeness

as insincerit) %ech students are not satis-ied #) the greeting e6changes:

@i$ ho( are )ouIC F @9ine$ thanksC

5 @Not #ad$ thanksC

5 @er) (ell$ thank )ouC

5 @So$ soC

The) -eel the need -or a more negative phrase to #e introduced The @so$soC response cannot

possi#l) #e the most negative one + considera#le num#er o- %ech students also tend to give

a detailed description o- the state the) -ind themselves in at that particular moment and the)

are surprised$ sometimes o--ended$ (hen their list o- complaints or achievements are not

received (ith genuine s)mpath) or enthusiasm

'nvitations are also considered as a cause o- a social -au6 pas 't is said that (hen

+mericans invite people -or a visit$ it is not meant to #e taken literall) Similarl) (hen 8ritish

people make an invitation$ there is said to #e a -i-t) percent chance that the invitation is real

+ %ech person (ould pro#a#l) respond #) asking (hen he or she could come over #ecause

it is in the maGorit) o- cases considered to #e a #inding o--er and the person (ho makes the

invitation$ i- meant seriousl)$ proposes a date himsel- or hersel-

%ech students$ regardless their pro-ession$ o-ten have certain reservation to(ards English

politeness and indirectness 't might #e to a certain amount a conse


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'n this chapter$ ' am going to dra( on Michael S(an and 8ernard Smith’s earner

English$ a teacher!s guide to interference and other problems A&221B. +s the title suggests the

#ook deals (ith the phenomenon o- inter-erence and helps teachers to anticipate the

di--iculties (hich result -rom the in-luence o- the learners’ mother tongues S(an and Smith

collected contri#utions -rom English teachers all over the (orld ' am going to -ocus on the

interlanguage o- speakers (hose mother tongue most resem#les the %ech language$ and that

is !olish The inter-erence o- %ech is not anal)sed in the #ook$ #ut numerous similarities can

#e -ound #et(een the pro#lems caused #) %ech and !olish since #oth languages #elong to

the Slavonic #ranch

/./. 1rammatical ,nterference

!olish and %ech are highl) in-lected languages and the (ord order is much -reer than in

English %ech students ma) -ind it di--icult to -ollo( the more or less given (ord order o- an

English sentence Nouns have grammatical gender$ num#er and seven cases The -orm o-

adGectives depends on the gender$ num#er and case o- the nouns the) re-er to er#s also

con-orm to a particular case The grammatical -unction o- a (ord is not indicated #) its

position in a sentence

%ech


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'n )es no


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learners -ind it ver) con-using to distinguish #et(een past simple and present per-ect #ecause

there is no such tense as present per-ect in %ech The) usuall) use past simple instead o-

present per-ect: Ce didn!t come yet. I never was in England. )orry% I!m late. 5id you wait

long'

The di--erence #et(een simple and continuous tenses also causes plent) o- grammatical

mistakes +lthough dra(ing parallels to %ech grammatical s)stem ma) help here

Adokonavost$ nedokonavost$ etcB$ most learners are not a#le to appl) these aspects o- the

%ech language in terms o- the English language ac


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per-ect tense is a #ig pro#lem$ as all the per-ect tenses are: Ce will finish it by Friday

afternoon. ; -or Ce will have it finished by Friday afternoon.( %ech people use -uture tense

a-ter time e6pressions Awhen% as soon as% until $ etcB and in conditional clauses Aa-ter if B This

might lead to t)pical %ech errors: &hen she will come% I will tell her. If I will pass the test% I

will be happy.(

'n reported speech %ech does not kno( change tenses a-ter a past reporting ver#$ it uses

the tense o- the original speech: Ce said me you are ill. I asked her what are her hobbies.

Moreover$ the (ord order a-ter the introductor) phrase is that o- a


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may. *an and know are o-ten used incorrectl): I know ski. I can him ;for I know him(. *an is

used instead o- may to talk a#out current possi#ilit): )he can know the answer. >r a

completel) di--erent structure is used: 4robably% she doesn!t know the answer

!er-ect and progressive in-initives are o-ten avoided: )he could see it ; -or )he could have

seen it(. Ce must work now ; -or Ce must be working now(. Learners tend to use maybe%

probably% it!s sure instead

'n-initives (ith to$ (ithout to and Fing -orms need to #e memoried and practiced to #e

used correctl) %ech students o-ten omit to -rom the in-initive: I!d like dance. Ce wants

come. The) also tend to use in-initives more than Fing -orms$ or the) use a noun instead: I

like read. I like books %ech uses su#ordinate clauses (here English uses an o#Gect

in-initive structure: Ce wants that I help him. ; -or Ce wants me to help him.( &ould you like

that I open that window. ; -or &ould you like me to open the window'( %ech also uses

in-initives or su#ordinate clauses (here English uses an o#Gect present participle structure: I

saw her come: I saw how she came: was coming. ; -or I saw her coming.( 'n-initives o-

purpose are sometimes used instead o- su#ordinate clauses in English: Ce stopped that he

could smoke. ; -or Ce stopped to smoke.( 'n other cases in-initives are also possi#le in %ech: I

went to the butcher!s ;to( buy some sausages. er) con-using are pro#a#l) ver#s that can #e

-ollo(ed #) #oth$ an in-initive or an Fing -orm (ith a di--erence o- meaning: stop$ remem#er$

regret$ go on$ etc

4e-le6ive ver#s and pronouns are -ten ' go to the cinema

.&


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& 9inal preposition: 9rom (here are )ouI =hat music do )ou listenI +t (hat are )ou

lookingI

, The ver# o-ten immediatel) -ollo(s the relative pronoun: This is the house (here live m)

parents

. Su#Gect pronouns do not have to #e present in %ech sentences$ thanks to in-lections: ;Ce(

told me about his new /ob which en/oys.

Some more t)pical errors related to the (ord order Asee "r#anová H >akland$ &22&: ;B:

I wanted to know what was he doing there. ;I wanted to know what he was doing there.(

Important is that everybody knows what is wrong. ;It is important that everybody knows what

is wrong.(

Under no circumstances children are to see the film without an adult. ;Under no

circumstances are children to see the film without an adult.(

Never again he would tell her secrets. ;Never again would he tell her his secrets.(

)o angry I was% I told him what I thought of him. ;)o angry was I% I told him what I thought of

him: I was so angry% I told him what I thought of him.(

Ce likes to remember the good old days. ;Ce likes to remember the good old days.(

From the *0ech Bepublic twenty military vehicles were sent. ;wenty military vehicles were

sent from the *0ech Bepublic.(

In the city centre was a big party. ;here was a big party in the city centre.(

o dance together they started eight years ago. ;hey started to dance together eight years

ago.(

ast year we had free two weekends. ;&e had two weekends free last year.:ast year we had

two weekends free.(

.,


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There are no articles in %ech %onsen the other

hand$ some %ech (ords e6ist onl) in the plural Adoors F dveeB: he doors are open.

Similarl)$ some and an) can #e con-using: I haven!t some oranges. &ould you like wine' It

can happen to somebody. ; -or It can happen to anybody.(

4elative pronouns are the same regardless o- (hether the) are used -or humans$ animals

or o#Gects +s a result$ learners ma) make the -ollo(ing mistakes: his is the man which I saw

on H. =hat and that are o-ten used incorrectl): ell me all that you know. his is all what I

want.

+dver#s are sometimes used in %ech (here English re


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/./2 &e+ical ,nterference

'n this chapter$ ' am going to descri#e pro#lems %ech learners might have in terms o-

voca#ular) There are a considera#le num#er o- (ords that are identical or similar in #oth

languages Some loan (ords$ although identical in pronunciation$ are o-ten mispronounced #)

%ech learners$ eg s(eater$ (hich is o-ten pronounced incorrectl) as s(i:tr Most (ords

that are similar or identical di--er in pronunciation$ there-ore mistakes in pronunciation occur:

hotel Astress on the -irst s)lla#le instead o- the second oneB There are a lot o- @-alse -riendsC

(hich have a di--erent meaning in English$ eg #rigade F #rigade$ Uat) F dress$ concept F

concept$ kanál F canal$ etc

%ech learners are (illing to accept that t(o or more %ech (ords have one English

en the other hand$ the) -ind it rather

con-using (hen one (ord in English have numerous$ o-ten


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)#apter ,- )onte+tual pproac#

6/. &anguage in )onte+t

9oreign language pedagog) is a(are o- the need to teach language in conte6t 'n this

respect the language classroom o--ers a uni


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the street$ in a rail(a) station$ in the director’s o--ice$ on a con-erenceI Learners need to #e

-amiliar (ith the place so that the) can adGust their language accordingl)

%articipants carr) various roles during their conversation 'n various situations$

participants are given roles$ -or e6ample$ a parent$ a teacher$ a classmate$ a patient$ a shop

assistant$ a client$ a #usiness partner + child cannot #e talked to in the same manner as an

adult This is a (ell5kno(n -act and the a(areness o- necessit) to alter our language

depending on the people (e are talking to has to #e considered in the classroom environment

too =e tend to #e more polite (hen talking to a person (e do not kno( (ell$ a person more

senior in age or someone (ho is o- a higher status English has no special pronouns through

(hich (e sho( politeness and -amiliarit) like some languages$ -or instance %ech ty:Hy

9amiliarit) is e6pressed in other (a)s$ -or e6ample (e tend to omit polite addresses in -ront

o- people’s surnames such as Ms$ Mrs$ Mr$ pro-essor$ doctor etc =e can use -irst names or

even nicknames instead

"nds 5 the purpose o- a conversation is also signi-icant Students have to #e -amiliar (ith

the aim o- a conversation the) are going to per-orm as a role5pla) or simulation The) need to

kno( (h) the) are having a conversation and (hat the outcome is supposed to #e: an

arrangement to meet$ to make a #argain in a shop$ to give an honest opinion to a -riend$ to ask

someone a -avour$ etc

ct se7uences 5 certain t)pes o- talk rene (a)

meanings are communicated and interpreted through the use o- adGacenc) pairs The) can #e

classi-ied as utterances produced successivel) #) t(o speakers in such a (a) that the second

utterance is identi-ied as closel) related to the -irst one These utterances are related$ not an)

second pair can -ollo( an) -irst pair part$ #ut onl) an appropriate one$ a greeting is -ollo(ed

#) a another greeting$ an apolog) #) an ackno(ledge$ a congratulation #) a thanks$ and the

./


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like Mc%arth) A11:1&2B argues that the -unction o- the initial part o- an adGacenc) pair is

determined #) the conte6t (hich it is uttered in Thus$ a single (ord hanks can #e an

e6pression o- appreciation$ surprise$ reproach$ relie-$ etc depending ma)#e on the intonation

This is closel) related to (hat )mes calls t#e key F the tone$ manner or spirit o- the act$

(hich can #e serious or ironic 9or e6ample the (ord Cello can #e said in man) various (a)s

according to the situation

,nstrumentalities 5 learners have to #e a(are o- the di--erences #et(een (ritten and

spoken English (hich a--ect our language in several (a)s Spoken communication usuall)

ren the other hand$ (hen (e (rite$ (e

usuall) have time to revise$ check and re(rite (hat (e have (ritten Similarl)$ the addressee

can read$ reread and discuss the piece o- (riting he or she receives 'n spontaneous speech (e

have ver) little or no time to prepare (hat (e are going to sa) >ur speech is o-ten -illed (ith

silent pauses$ voiced5-illed pauses AermB$ repetitions$ -alse starts =e use discourse markers F

small (ords or -i6ed phrases that indicate our involvement in the conversation and ho( (e

(ant it to continue %ontractions are used instead o- -ull -orms in order to make the

conversation more natural There are also phenomena such as the dialect$ accent or other

variet) o- English that learners should #e a(are o-$ #ut it is not ver) likel) that learners (ill

#e a#le to imitate these

no(ledge o- norms o- interpretation and interaction$ especiall) turn5taking signals an

alread) e6isting ver) good command o- language This can onl) #e achieved #) care-ul and

consistent training and it also re


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'n the language classroom students should #e a#le to distinguish various genres #) #eing

e6posed to as man) o- them as possi#le

+ll the previousl) mentioned -eatures o- interaction should #e taken into consideration in

the classroom environment as (ell as the) are present in ever)da) L1 communication

6/./2 )onte+tualization )onventions

Even i- mem#ers o- a communit) (hich speaks the same language communicate a

message$ it ma) #e interpreted according to di--erent interpretive conventions 'n social

interaction$ ho( an utterance is said is more important than (hat is said The utterances

people e6change are related to the situational and cultural conte6t in (hich the) occur There

are certain ver#al$ paraver#al Astress$ intonation$ tempo$ laughterB and non5ver#al signs Agae

direction$ gesture$ #od) posture$ tone o- voiceB that help to interpret the utterances 3umper

calls them @conte6tualiation cuesC Asee ramsh$ 10:&/B

The situation #ecomes even more complicated (hen speakers have to -ace di--erent

cultural tendencies 9or an English language learner$ learning ho( to interpret and use

conte6tualiation cues is e6tremel) di--icult 3umper A1;:,0,B e6plains the reason (h)

the) are di--icult to learn: @#ecause o- the comple6it) o- the re-erential processes involved and

their inherent am#iguit)$ conte6tualiation cues are not readil) learned$ and certainl) not

through direct instruction$ so that *second language speakers ma) have good -unctional

control o- the grammar and le6icon o- their ne( language #ut ma) conte6tualie their talk #)

rel)ing on the rhetorical strategies o- their -irst language %onte6tualiation conventions are

re


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communicative co5operation in a -inite range o- institutionalied environmentsC Asee asper

H 4ose$ &221: 0&B

9oreign language learners are restricted to the classroom (ith limited input and occasion

-or practice 'n order to learn to communicate in an appropriate manner$ learners have to #e

a#le to distinguish di--erent speech st)les and the social meaning associated (ith a particular

speech st)le The) need to kno( (hat their social role is in a given speech event and (hat the

social e6pectations o- such a role are in a given societ) 't is necessar) to instruct students to

pa) attention to the occurrence o- conte6tualiation cues in order to recognie the relationship

#et(een linguistic -orm and its social interpretation !resuma#l)$ it is easier to decipher

conte6tualiation conventions (hen learners can rel) on positive trans-er -rom their mother

tongue

)#apter - %oliteness $trategies in e7uests

/. $urvey of %ragmatic )ompetence

'n the -ollo(ing chapter ' intend to provide e6amples o- the %ech perception o-

politeness in the area o- re


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+ll the participants in m) surve) (ere adult intermediate learners o- English (ith a

universit) degree The) varied in pro-ession: doctors$ universit) lecturers$ compan)

managers$ la()ers$ politicians$ local authorities Se6 or age o- the participants (as not taken

into consideration No particular pragmatic instructions had #een given to them #e-ore the

test 't is di--icult to sa) to (hat e6tent the) had come across pragmatic training$ since the)

had #een taught #) several teachers each o- (hom (ould have their o(n pre-erences in

teaching methods and priorities The) had also #een e6posed to a num#er o- course #ooks

The aim o- this surve) (as to test their pragmatic competence$ (hich considering their level

o- pro-icienc)$ should alread) have developed to some e6tent +ccording to the common

European re-erential -rame(ork$ learners o- English at intermediate level A81B are e6pected to

#e a#le to understand the main points o- clear standard input on -amiliar matters regularl)

encountered in (ork$ school$ leisure$ etc The) should #e a#le to deal (ith most situations

likel) to arise (hile travelling in an area (here the language is spoken The) should manage

to produce simple connected te6t on topics (hich are -amiliar or o- personal interest %an

descri#e e6periences and events$ dreams$ hopes and am#itions and #rie-l) give reasons and

e6planations -or opinions and plans

!art 1

'n the -irst part o- the surve) participants (ere provided (ith a num#er o- re


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e ' (onder i- it might #e possi#le to*

- !lease could )ou*

g Do )ou mind*

h =ould )ou mind*

i %an ' have*

G Do )ou think ' could*

k %ould )ou possi#l)*

l Thank )ou in advance -or )our help in this matter*

m '’d appreciate )our help on this

n =ould )ou*

The) (ere supposed to mark the phrases 9 A-ormalB$ ' Ain-ormalB$ N AneutralB

The ta#le #elo( illustrates the students’ perception o- di--erent -ormalit) levels o- the

re


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There (as su#stantial variation across the participants The participants (ere not

particularl) consistent in their perception o- di--erent -ormalit) levels Despite the lo(

num#er o- participants$ the surve) re-lects a rather lo( pragmatic a#ilit) o- students The

results demonstrate the -indings that a relativel) high level o- pro-icienc) does not guarantee a

high level o- pragmatic competence

'n the -eed#ack session participants tried to Gusti-) their choices There (as no general

tendenc) to descri#e the method (hich (as used during their identi-ication stage

!art &

'n the second part o- m) pragmatic surve)$ students (ere to decide (hich o- the phrases

the) (ould never use in a conversation and$ on the contrar)$ (hich do the) use most o-ten

Xuestion 1: =hich o- the phrases (ould )ou personall) never useI =h) notI

Students’ comments:

S1: ' (ould never use phrases a$ c$ e$ k$ l$ m$ #ecause the) are too -ormal and too long and '

-orget (hat ' (anted to ask

S&: e$ a$ c #ecause the) are too complicated

S,: l #ecause it’s ver) -ormal

S.: l$ m$ e

S7: m$ e F too -ormal -or me

S;: c$ e F These phrases are rather complicated '’m not -amiliar (ith them

S/: c F too polite

S0: e F too complicated

S: i F too in-ormal

7,


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S12: d

S11: l

S1&: e$ l

S1,: a$ -$ m F these phrases are ver) -ormal

There (as a uni-)ing tendenc) not to select the long phrases -or #eing complicated and too

polite The rest o- participants (ere not a#le to identi-) an) phrases the) (ould not pro#a#l)

#e (illing to use

Xuestion &: =hich ones do )ou use the most o-tenI

Students’ choice: # A1&B$ n A12B$ - A0B$ i A/B$ h A.B$ g A,B$ G A,B

Students -ollo( their strong inclination to use short phrases (ith modals can and could $ (hich

the) pro#a#l) learnt at the #eginning o- their studies This might have not #een in the conte6t

o- re


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a Not at all # > c ?es$ o- course

& Ma) ' come inI

a >- course # !lease$ do c ?ou are (elcome

, %an )ou s(itch o-- the TI Amother to her son B

a ?es$ o- course # Sorr)$ #ut* c '’m sorr) That’s not possi#le

. %ould ' #orro( )our dictionar)I At(o classmatesB

a > ere it is # ?es$ sure c 8) all means

7 =ould )ou #e kind enough to let me kno(I

a ?eah$ sure # ?es$ certainl)

Negative trans-er (as apparent in re


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students’ motivation Learners o-ten use English primaril) as a means o- communication

Their am#ition is to #ecome capa#le o- making complete sentences (ithout inspecting their

pragmatic -unctions 'n an E9L environment the motivation to understand the social meaning

o- utterances is rather lo(

/2 Face3$aving !evices

4e


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polite impression 4lease usuall) has to #e com#ined (ith devices o- indirectness such as

using a


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The aim o- this chapter is to provide a theoretical description o- re


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Y Negative


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A< &ould you mind if I took a day off tomorrow'

"< &ell% to be honest% it!s a bit inconvenient.

A< 5o you mind if I smoke'

"< I!d rather you didn!t% actually.:Actually% I!d rather you didn!t.

A< &ould you mind if I borrowed the company car tomorrow'

"< hat!s not really possible I!m afraid.

These sentences are t)pical in -ormal letters:

I would be very grateful if you would 8

I would appreciate it if you could 8

&ould you kindly 8

hank you in advance for your help in this matter.

)#apter -, 'e+t9ook nalysis

:/. ,ntroduction

'n a -oreign language environment$ (here learners have ver) -e( opportunities to

communicate (ith speakers o- the target language outside o- class$ a care-ul choice o-

materials is o- great import English$ contrar) to other -oreign languages taught in the %ech

4epu#lic$ is spoken and taught (orld(ide and there is an a#undance o- multimedia materials

comprising copious te6t#ooks 'n the -ollo(ing anal)sis ' intend to -ocus on t(o current and

commonl) used te6t#ooks and the (a) the) meet modern methodological demands including

creating realistic conte6t$ pragmatic instruction and natural communicative opportunities

;2


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:/2 New English File Intermediate

Lesson plan

New English File is a multi5level te6t #ook -or students o- general English +t the end o-

each unit there is a practical English section (hich aims to consolidate and e6tend students’

kno(ledge o- -unctional language 't helps students -eel con-ident in t)pical ever)da) social

situations The sections are: introductions and greetings$ re


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4ermission

Is it 7> if ;I take tomorrow afternoon off(' I!m sorry but8

'n the -irst stage a situation is set that is going to create a conte6t -or the phrases the) are

going to practise 't is a listening activit) Students are asked to ans(er three


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reuest by email'

Nicole Er% yes% of ------------------------ .

Allie Cello' Ci 6ark. ------------------ you come and see me when you have a moment'

'n pairs$ students guess or remem#er the missing (ords$ the) are not to (rite them in )et

The recording is pla)ed again -or students to check +-ter(ards$ the) go through the dialogue

line #) line and check their ans(ers 't is recommended that alternatives are discussed (ith

students and to see (hether the ans(ers (hich (ere guessed incorrectl) are suita#le or not

The correct ans(ers are:

Dacue 6ark' &ould you mind sending me those concert dates'

6ark 7f course not. "en Are you busy'

"en 6e' Never.

6ark Could you help me' I can!t open this document.

"en Sure.

6ark hanks.

88888888888..

Allie Ci% Nicole.

Nicole *ould you sign these% please'

Allie )ure.

Nicole Is it OK if I take tomorrow afternoon off'

Allie I!m sorry % but tomorrow is really difficult.

Nicole &hat about Friday afternoon'

Allie Friday' hat!s fine. 5o you t hink you could send me the reuest by

email'

Nicole Er% yes% of course .

;,


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Allie Cello' Ci 6ark. Can you come and see me when you have a moment'

+-ter all the target phrases have #een elicited$ the -ocus turns to pronunciation Students

repeat the highlighted phrases and cop) the rh)thm and intonation

'n the -ollo(ing stage students -ocus on the chart in their te6t#ooks and are asked to complete

the chart (ith the ke) phrases -rom the recording under an appropriate column:

Beuest< Besponse<

4ermission< Besponse<

The Teacher’s #ook recommends the teacher to point out that:

5 the e6pression )ou use in a given situation o-ten depends on several aspects$ -or instance

ho( #ig the -avour )ou are asking is$ or ho( (ell )ou kno( the person )ou are having a

conversation (ith

5 )ou can also use *an:*ould: 6ay I to ask -or permission$ eg 6ay I use your phone'

5 the ver# a-ter &ould you mind 8 must #e the F ing -orm This phrase re


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'n a (hole class discussion$ students report on ho( man) students accepted their re


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-avour it is necessar) to make a re


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-ormal A 5o you think you could 8' &ould you mind 8..'($ to neutral and in-ormal ones

A*ould you 8.'% *an you 8'% Is it 7> if 8B Students can see ho( di--erent phrases are used

in the provided conversation in relation to (ho (as asked and #) (hom Athe #oss asks his or

her emplo)ee$ or the emplo)ee asks the #oss$ etcB The) can identi-) the most -ormal phrases

in the dialogue and discuss i- the) -ind the other phrases$ (hich are less -ormal$ appropriate in

the given situation The di--erent cultural #ackground o- the participants can also #e taken into

consideration 3enerall)$ the +mericans AMarkB tend to #e more direct than the 8ritish A+llieB$

(hich can #e e6empli-ied on di--erent -ormalit) levels o- the phrases the) used

+ccurac) vs -luenc) F the te6t #ook provides enough space -or #oth +ccurac) activities$

(hich al(a)s come -irst$ aim to -ocus on the -orm o- the target phrases To practise accurac)

is the goal o- the e6ercise (here students have to -ill in the gaps$ the) practise pronunciation

and (rite the phrases under the correct heading +ll these activities rene o- the

-luenc) activities is provided at the end o- the re


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provide adult learners (ith the language necessar) to #e a#le to communicate their needs in

pro-essional and social situations +t the end o- each unit there is a section called 9ocus on

9unctions 't contains essential and use-ul -unctions (hich should increase learners\

con-idence in the ever)da) situations a pro-essional person is e6posed to 9unctions

introduced in International Express Intermediate are: introductions and greetings$ (elcoming

a visitor$ ans(ering the phone$ making and changing appointments$ giving opinions$ agreeing

and disagreeing$ participating in a meeting or discussion$ advice and suggestions$ leaving

recorded messages$ using mo#ile phones$ re


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+s a lead in$ the teacher -ocuses students\ attention on a #o6 containing the -ollo(ing

phrases:

*an you... '

&ould you mind ... ;J - ing('

5o you think you could ... '

*ould you ...'

IKd like you to ...

5o you mind ... ;J -ing('

Students are asked to distinguish (hich phrases sound more like an instruction -rom those

that sound like a re


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't is important to make students a(are o- various -ormalit) levels so that the) are a#le to

use them in speci-ic situations Some situations are provided:

Ask

# a colleague to translate a letter for you.

+ a friend to do some supermarket shopping for you.

your secretary to work three hours overtime this week.

2 a colleague to give you a lift to the train station.

your secretary to make some photocopies.

9 your son or daughter to tidy their bedroom.

, a colleague to help you move some furniture.

L a friend to water your houseplants while youKre on holiday.

Students are to decide (hich phrases are appropriate in the given situations and the) have

to e6plain their choices The teacher\s #ook suggests stressing that -or a more di--icult re


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7ffering


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$ou are preparing for a seminar. 4ractise making and responding to offers. 1ive a reason

when you decline and offer. Add one more offer each.

)tuden A )tudent "

7ffer

# to set up the audio-visual euipment. Accept.

+ to check the number of participants. 5ecline.

)tudent " )tudent A

7ffer

# to open the windows. 5ecline

+ to get supplies of stationery. Accept

Evaluation

%onte6t F the te6t #ook creates su--icient and authentic conte6t necessar) to make a

conversation meaning-ul The instructions in the Teacher’s #ook e6plicitl) recommend

reminding students o- the previous unit and the stor) in M%T so -ar M%T$ an international

multimedia production compan)$ is considering a visit to three regions o- Spain (here the

proGect the) are currentl) (orking on is supposed to #e carried out The situation is set in the

pro-essional environment o- a success-ul compan) and all the encounters (ith the

protagonists create a -riendl) #ut -ormal atmosphere The target phrases come -rom a

conversation #et(een 4osa Lanson$ the proGect manager and her secretar) %laire +part -rom

this rather -ormal environment$ students are also given the opportunit) to discuss (hich

phrases sound appropriate in situations o- a di--erent character$ -or instance in a conversation

among -amil) mem#ers$ -riends$ or colleagues 8) holding such discussions students should

/&


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realie the necessit) to alter re


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There is no e6plicit instruction in the Teacher’s #ook (hich (ould recommend highlighting

responses to the &ould you mind * and 5o you mind 8 phrases %ech students tend to give

positive replies in order to accept the re


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target phrase and asks the class to repeat the phrases =hen omitting pronunciation practice$

students might Gump to the (rong conclusion that the pronunciation aspects o- language are o-

little importance !ronunciation must not #e underestimated %ech learners are o-ten accused

#) English native speakers o- speaking in a ver) monotonous (a)$ (hich sometimes sound

rather rude even though this (as not the intention The lack o- pronunciation activities is not a

general pro#lem o- 'nternational E6press The te6t#ook o--ers pronunciation sections in ever)

unit$ #ut ' think students (ould #ene-it -rom more -re


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pragmatic discussion 9luenc) activities in the -orm o- role pla)s create an inevita#le part o-

International Express -unctional language sections +lthough the students are given scenarios

(hich the) have to -ollo($ a-ter the prescri#ed tasks the) are allo(ed to add t(o more

re


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international compan) (ith the same main characters reappearing throughout the te6t#ook$

generall)$ the (hole environment tends to #e rather in-ormal #) -ocusing more on the

interpersonal relationships o- the characters 'n order not to omit more -ormal re


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stages o- the unit +s the design o- the unit in International Express suggests$ the session on

re


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$ummary

'n this (ork ' have attempted to pro-ile the scope o- pragmatics and its signi-icance in

modern English language teaching ' have dra(n on recent methodological research and

recapitulated its -indings$ emphasiing the signi-icance o- pragmatic instruction in order to

develop #asic pragmatic competence in conGunction (ith grammatical competence

De-ining pragmatic competence is inevita#l) linked to the phenomenon o- cross5cultural

pragmatics This in turns leads to considerations o- cross5cultural training and instruction

along (ith the incorporation o- culture a(areness raising activities into the classroom setting

' have outlined the most -re


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s prohlu#ován] gramatickch dovednost] dává pedpoklad k rov]Gen] pragmatické

kompetence ve shodR s gramatickou kompetenc]

)meen] pragmatické kompetence nev)hnutelnR smRuGe k -enoménu vn]mán] odliUnosti

kultur$ re-lektován] kulturn]ch speci-ik v Ga)ce a následnR aaen] tomu odpov]daG]c]ch

aktivit do v)uVován] ci]ch Ga)k^ !ragmatická instruktáQ a diskue se stávaG] nev)hnutelnou

souVást] plnohodnotné vuk)

`vláUtn] poornost #)la amRena na Veské student) a GeGich neGVastRGU] gramatická a

le6ikáln] poch)#en] pi osvoGován] si anglického Ga)ka

!osledn] Vást práce Ge vRnována o#lasti tvoen] dvoilch Qádost] a p^so#u Gakm Gsou

Qádosti preentován) v souVasnch uVe#nic]ch anglického Ga)ka ̀ ásad) tvor#) anglickch

Qádost] Gsou kon-rontován) s Veskm vn]mán]m tohoto eVového aktu

02


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=orks %ited

8achman$ L A12B Fundamental considerations in language testing >6-ord: >"!

8akhtin$ MM A10;B )peech genres and other late essays Transl = Mc3ee +ustin:"niversit) o- Te6as !ress

8ardovi5arlig$ $ H DKrnei$ ` A10B Do language learners recognie pragmaticviolationsI !ragmatic versus grammatical a(areness in instructed L& learning

E)7 uarterly% +% App&,,5&;&B

8ardovi5arlig$ $ H art-ord$ 8 A11B Sa)ing @noC in English: native and nonnativereGections 'n L 8outon H ? achru AEdsB$ 4ragmatics and languagelearning% monograph series vol & App.157/B "r#ana5%hampaign: Divisiono- English as an 'nternational Language$ universit) o- 'llinois$"r#ana5%hampaign

8ardovi5arlig$ $ H art-ord$ 8 A1,B Learning the rules o- academic talk +longitudinal stud) o- pragmatic change )tudies in )econd anguageacuisition% #% App&/5,2.B.

8ecker$ +L A1&B Silence across languages: +n essa)’ 'n ramsh % H Mc%onnet53inet$S$ A1&B ext and context< cross-disciplinary perspectives on language study.Le6ington M+: D% eath

8ee#e$ L$ Takahashi$ T H "liss5=elt$ 4 A12B !ragmatic trans-er in ESL re-usals 'n4Scarcella$ E +nderson$ H S rashen AEdsB$ 5eveloping communicative

competence

in a second language App 775/,B Ne( ?ork: Ne(#ur) ouse

01


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%ohen$ + A1;B Developing the a#ilit) to per-orm speech acts )tudies in )econd anguage Acuisition% #L$ App&7,5&;/B

%ohen$ +$ H >lshtain$ E A1,B The production o- speech acts #) E9L learners E)7Muarterly% +,% App,,57;B

%r)stal$ D A1/B he *ambridge encyclopedia of language Ne( ?ork: %am#ridge"niversit) !ress

Decoo$ = A1;B The induction5deduction opposition: +m#iguities and comple6ities o- thedidactic realit) Iral% 2$ App75110B

Ellis$ 4 A1/B )econd language acuisition >6-ord: >"!

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Emmerson$ ! A&22&B "usiness 1rammar "uilder >6-ord: Macmillan !u#lishers Limited

3umper$ J A1;B The linguistic and cultural relativit) o- conversational in-erence 'n J 3umper H S Levinson AEdsB$ Bethinking linguistic relativity App,/.5.2;B

%am#ridge: %am#ridge "niversit) !ress

un-eld$ A12B iteratur als )prachlehre. Anst0e eines hermeneutish orientierten Fremdsprachenunterrichts. Mbnchen: Langenscheidt

)mes$ D A1/&B 'ntroduction’ in %aden$ %$ John$ $ H )mes$ D Functions oflanguage in the classroom Ne( ?ork: Teachers %ollege !ress

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ramsh$ % A1,B *ontext and culture in language teaching >6-ord: >"!

ramsh$ % A10B anguage and culture >6-ord: >"!

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Lako--$ 3 H Johnson$ M A102B 6etaphors we live by. %hicago: "niversit) %hicago !ress

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Ne(#ur) ouse

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Pragmatics in ELT

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