pragmatic group9

8/2/2019 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


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What do you

want?

What would

you like ?


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.


Japanese

So much similarity between Japanese & American


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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.


Japanese American English


Not acceptAnothers atractnessdepends on having money.

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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


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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