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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

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PRAGMATICS

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  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.

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