1 / 12

PRAGMATICS

PRAGMATICS. Communicative competence. „An aspect of our competence that enables us to convey and interpret messages and to negotiate meaning interpersonally within specific contexts” (Dell Hymes , 1967) CALP and BICS . Communicative competence (Celce-Murcia, 2008:36). SOCIOCULTURAL

berny
Télécharger la présentation

PRAGMATICS

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. PRAGMATICS

  2. Communicative competence • „An aspect of our competence that enables us to convey and interpret messages and to negotiate meaning interpersonally within specific contexts” (Dell Hymes , 1967) • CALP and BICS

  3. Communicative competence(Celce-Murcia, 2008:36) SOCIOCULTURAL COMPETENCE LINGUISTIC COMPETENCE DISCOURSE COMPETENCE FORMULAIC COMPETENCE STRATEGIC COMPETENCE INTERACTIONAL COMPETENCE

  4. Interactional competence • Speech acts: expressing intentions • Implicature: reading between the lines • Conversation management • Non-verbal communication Grice’s Interaction Theory (1975) • Maxims of • Quality • Quantity • Relevance • Manner • Cooperation

  5. Sociocultural competence • Dialect • Can I help you duck? • Register • Naturalness • Good bye, birthday boy! • Pá’, viszlát, jó napot! • I just love that levander shirt! (F/M) • Cultural references & figures of speech • I need it like a hole in my head.

  6. Pragmatic differencesacross cultures Deborah Tannen • level of indirectness tolerated • paralinguistic signals of different speech acts • different cultural expectations - stereotypes (the pushy New Yorker, the stony American Indian, the inscrutable Chinese)

  7. Example 1: TAKING THE FLOOR Indian English (by raising volume) British English (by repeating the introductory phrase)

  8. Attention and interest: Hungarian • polite listening/interest: • waiting for the other person to finish • accompanying with signals of acknowledgement • “cross-chatting” is acceptable

  9. Example 2: ‘Thanksgiving dinner’ situation A: In fact one of my students told me for the first time, I taught her for over a year, that she was adopted. And then I thought – uh – THAT explains SO many things. B: What. That she was – A: Cause she’s so differentfrom her mother B: smarter than she should have been? Or stupider than she should’ve been. A: It wasn’t smart or stupid, Actually, it was just she was so different. Just different. B: [hm]

  10. Ethnocentric view of speech acts? • Please, have a little more! You must! (P) • Would you like to have a Coke? (E) • No, no, thanks! (P) Vs. I’d prefer not to.(E) • Open your books! vs. Would you like to open your books? (H) Intellectual traditions behind expectations of directness • Generational difference • Please stop it! Could you put on your boots alone? (H)

  11. Should you not make your utterance more informative than required?(How are you?) • Should you always be truthful? (I’m fine thanks. No, I really couldn’t take more) • Should you always be relevant and straightforward? (Arab business, collectivism)

  12. Goals of a pragmatic theory • produce a classification of speech acts, • analyse and define speech acts, • specify the various uses of expressions, • relate literary and direct language use to • linguistic structure, • the structure of the communicative situation, • the social institutions, • speaker-meaning, • implication, presupposition and understanding.

More Related