Presentation on the uses of pragmatics in the ESL classroom.

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TEACHING PRAGMATICS IN
THE EFL CLASSROOM
ERCILIA DELANCER
ENGLISH LANGUAGE FELLOW
BISHKEK KYRGYZSTAN
OCTOBER 25, 2012

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What do we Mean?
• When a diplomat says yes, he means ‘perhaps’;
• When he says perhaps, he means ‘no’;
• When he says no, he is not a diplomat.
•
• When a lady says no, she means ‘perhaps’;
• When she says perhaps, she means ‘yes’;
• When she says yes, she is not a lady.
• Voltaire (Quoted, in Spanish, in Escandell 1993.)

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What is Pragmatics?
• Pragmatics deals with utterances or
speech acts, by which we will mean
specific events, the intentional acts of
speakers at times and places, typically
involving language.

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Why Teach Pragmatics?
The teaching of pragmatics aims to facilitate
the learners’ sense of being able to find
socially appropriate language for the
situations that they encounter. Lack of
awareness in this area may hinder good
communication between speakers
(Takenoya), or make the speaker appear
abrupt or brusque in social interactions
(Lee), or rude or uncaring (Yates).

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What are the goals of teaching
pragmatics?
• What are the ultimate benefits to the
learners? The chief goal of instruction in
pragmatics is to raise learners’ pragmatic
awareness and to give them choices about
their interactions in the target language.

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Why is pragmatics relevant?
What's the relationship among the
meaning of words, what speakers mean
when saying those words, the particular
circumstances of their speaking, their
intentions, their actions, and what they
manage to communicate? These are
some of the questions that pragmatics
tries to answer.

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The Study of Pragmatics
• The study of pragmatics explores the
ability of language users to match what
they say with contexts in which they are
appropriate; the teaching of pragmatics
aims to facilitate the learners’ sense of
being able to find socially appropriate
language for the situations that they
encounter.

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Pragmatics need to be explicitly
taught
• Some speech acts, such as invitations,
refusals, and apologies often take place
between individuals, and so learners might
not have the opportunity to observe such
language without being directly involved in
the conversation.

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In teaching speech acts we are preparing
our students for situations which
commonly occur and providing them with
the functional language and sociolinguistic
skills to do so effectively and without a
loss of face.
Why teach speech acts explicitly?

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From this it has been noted that the explicit
teaching of pragmatics would be of great
benefit to language learners because they
often do not simply acquire sociolinguistic
competence subliminally by being around
the target language, or even being in the
target culture.
PRAGMATICS MUST BE
INSTILLED

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Pragmatics require practice
• Learners of all languages tend to have
difficulty understanding the intended
meaning communicated by a speech act,
or producing a speech act using
appropriate language and manner in the
language being learned.

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The Teaching of Every Day
Speech Acts
• An important area of the field of second /
foreign language teaching and learning is
pragmatics -- the appropriate use of
language in conducting speech acts such
as apologizing, requesting, complimenting,
refusing, and thanking.

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MANNER AND PLACE
MATTER
• Whether one asserts or merely suggests,
promises or merely indicates an intention,
persuades or merely argues, depends not
only on the literal meaning of one's words,
but what one intends to do with them, and
the institutional and social setting in which
the linguistic activity occurs

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Even advanced speakers of English can
make these sociolinguistic errors and
“sociolinguistic errors are typically treated as
breaches of etiquette” (Boxer &
Pickering1993: 56).
PRAGMATICS ARE NEEDED AT
ALL LEVELS

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This is made more acute if the speaker
has an advanced level of grammar or
vocabulary but not of, what Bachman
(1990) terms, “sociolinguistic
competence” as part of “communicative
competence.” These errors are potentially
more serious than grammatical errors
(Crandall & Basturkmen 2004: 38).
PRAGMATICS ARE NEEDED AT
ALL LEVELS- CONTINUATION

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If learners are to be successful in acquiring a
language they must have a certain degree of
sociolinguistic competence (Bachman 1990)
or they are unlikely to be able to use the
language (in this case English) to great effect
as they will be unable to communicate their
real intentions without involving a loss of face.
INTENTIONS ARE CRITICAL IN
LANGUAGE LEARNING

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Example of speech act to turn
down an invitation
• I ask you to lunch and you reply, "I have a
one o'clock class I'm not prepared for."
You have conveyed to me that you will not
be coming to lunch, although you haven't
literally said so.

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Examples of Speech Acts
• Greeting: "Hi, Eric. How are things going?"
• Request: "Could you pass me the mashed
potatoes, please?"
• Complaint: "I’ve already been waiting three weeks
for the computer, and I was told it would be
delivered within a week."
• Invitation: "We’re having some people over
Saturday evening and wanted to know if you’d like
to join us."
• Compliment: "Hey, I really like your tie!"
• Refusal: "Oh, I’d love to see that movie with you
but this Friday just isn’t going to work."

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What's your name?
· Who are you?
· My name is ...
· I am ...
· My friends call me ...
· You can call me ...
· Haven't we met (before)?
· Yes, I think we have.
· No, I don't think we have.
· I think we've already met.
· I don't think we've met (before).
· This is ...
INTRODUCTIONS

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· Have you met ...?
· Yes, I have.
· No, I haven't.
· Yes, I think I have.
· No, I don't think I have.
· Hello, ... (name)
· Nice to meet you. (informal)
· Pleased to meet you.
· How do you do? (formal)
· Nice to see you.
· Nice to see you again.
INTRODUCTIONS - CONTINUATION

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MAKING PROMISES
Making promises that you know you
cannot keep seems strange to a Western
mind. In Western culture saying things
like “I’ll come to the ceremony” is meant
and understood as a promise.
And promising something is committing
oneself to doing it.
If she/he is not able to, they will rather
say something like “Sorry, I’d like to
do X, but I’m afraid I can’t,” or “I’ll try, but
I can’t promise.”

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I promise I’ll send
your children to
prison
Promise
This politician will
never get elected.

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Refusing a request
• Oh, sorry. I can't right now.
• I'm sorry, but I'm busy.
• Maybe another time.
• I'd like/love to, but …
• I wish I could, but …
• What? You must be kidding!.

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WHAT SPEECH ACT IS THIS?
• Force:
– refusal
• Perlocution
– goes away
– views of wife
– self esteem
• Form:
– apology
– address term
– statement

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People apologize in different ways. For
example, if someone complains about the noise
from your stereo, you can apologize and:
a) give an excuse: “I’m sorry. I didn’t realize.”
b) admit a mistake: “I forgot I left it on.”
c) make an offer: “I’ll turn it down right now.”
d) make a promise: “I’ll make sure to keep the
volume down.”
Class activity. How do people usually
apologize in your country?
Apologizing

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GIVING AND RECEIVING
COMPLIMENTS
There are several ways to give and receive
compliments:
“I love that blouse you’re wearing.”
You can reciprocate the compliment by saying
something like: “I like yours, too.”
Or you can sound self-deprecating: “Oh, this old
thing cost me almost nothing.”
You can accept the compliment and move on:
“Thank you very much.”

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WHAT’S WRONG WITH THIS
COMPLIMENT?

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IS THIS THE RIGHT WAY TO ASK FOR A COMPLIMENT?

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"Are you available on the 17th?"
"Can we meet on the 16th?"
"How does the 3rd sound to you?“
“Would you like to join me?”
"Are you free next week?"
"Would Friday suit you?"
"Is next Tuesday convenient for you?"
"What about sometime next week?"
ASKING TO MEET:

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"What sort of time would suit you?"
"Is 3pm a good time for you?"
"If possible, I'd like to meet in the
morning."
"How does 2pm sound to you?"
SETTING A TIME

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"What are you doing next Saturday? We're
having some people over for a meal. Would
you like to come?"
"Are you free next Thursday?"
"Are you doing anything next weekend?"
"Would you be interested in coming to the
cinema with me tonight?"
"How do you fancy going out for a meal at
the weekend?"
EXTENDING AN INVITATION

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"I'd love to, thanks."
"That's very kind of you, thanks.“
“Let’s do it.”
"That sounds lovely, thanks.“
"What a great idea, thanks.“
“Sure.That sounds great.”
ACCEPTING AN INVITATION

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"Would you like to come over for dinner on
Saturday?"
"That's very kind of you, but actually I'm doing
something else on Saturday."
"Well, I'd love to, but I'm already going out to
the cinema."
"I'm really sorry, but I've got something else
on."
"I really don't think I can - I'm supposed to be
doing something else."
DECLINING AN INVITATION

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"Can I help you?"
"Shall I open the window for you?"
"Would you like another coffee?"
"Would you like me to answer the phone?"
"I'll do the photocopying, if you like."
Shall, can and will are followed by the verb
without to.
Shall is more formal than can. Would you
like… is followed either by a noun, or by the
verb with to.
MAKING OFFERS

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I will make you a
copy of this CD
Which speech
act is
performed by
by saying
this?

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"Can I help you?"
"Yes please. I'd like to know what time the train
leaves."
"Can I help you?"
"No thanks, I'm just looking." (In a shop.)
"Shall I open the window for you?"
"Yes please. That would be very kind of you."
"Would you like another coffee?"
"No thanks." Or, "No thank you."
"Would you like another coffee?“
"Yes please, that would be lovely." Or, "Yes
please, I'd love one."
RESPONDING TO OFFERS

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"Would you like me to answer the phone?"
"If you wouldn't mind." Or, "If you could."
(Don't answer "Yes, I would", as this sounds like you
expect someone to do it for you.)
"I'll do the photocopying, if you like."
"It's OK, I can do it." Or, "Don't worry, I'll do it.
"Or, "Thank you, that would be great."
RESPONDING TO OFFERS

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ASKING FOR SOMEONE TO DO
SOMETHING FOR YOU
"Can I use your computer, please?"
"Could I borrow some money from you, please?"
"Do you mind if I turn up the heating?"
"Would you mind if I turned up the heating?"
Speaking tip: Could is more polite that can
"Could you open the door for me, please?"
"Would you mind opening the door for me,
please?"
"Can you open the door for me, please?‘

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Consider the following example:
Fill in this form,
please!
Which speech
act is performed
by saying this?

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.
I'm hoping for (noun) ("I'm hoping for a new cell
phone.")
I'm hoping to get… ("I'm hoping to get a new
phone.")
I would like…
I really want… (Using "want" can be impolite
unless you are talking to a close friend or
family member.)
Something I've always wanted is…
I'd be delighted / over the moon if… ("I'd be
delighted if you gave me a new watch.")
What I'd like more than anything else is…
On my Christmas wish list is…
EXPRESSING HOPE

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I'd rather have (noun) ("I'd rather have tickets to
the opera.")
I'd rather you (simple past) ("I'd rather you saved
your money.")
I'd prefer (noun) ("I'd prefer some money for the
new house.")
I'd prefer it if you (simple past) ("I'd prefer it if you
gave some money to charity.")
….. would be more suitable / would be better
If I had a choice, I would go for…
If it's all the same to you, …. ("If it's all the same to
you, I'd like some book tokens.")
EXPRESSING PREFERENCE

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should
"You should try to practice English."
"You shouldn't translate too much."
Why don't you
"Why don't you join an English club?"
ought to
"You ought to read more.“
If I were you, I'd…
"If I were you, I'd watch more television.“
“You could always…"
"Have you considered…"
"Perhaps we could…"
"Do you think it's a good idea to…"
GIVING ADVICE AND SUGGESTIONS

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afraid: "Are you afraid of the dark?"
frightened: "I’m frightened of spiders."
scared: "He’s scared of making mistakes."
feel uneasy: "I felt a bit uneasy when I walked
home in the dark."
spooked: “My cats are easily spooked before a
thunderstorm.”
terrified: “She was absolutely terrified when she
heard the noise.”
petrified: “The building began to shake and we were
all petrified.”
TALKING ABOUT FEARS

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If you love something
"I love eating ice-cream."
"I adore sun-bathing."
If you like something a lot
"She's fond of chocolate."
"I like swimming very much."
If you like something
"He quite likes going to the cinema."
"I like cooking."
EXPRESSING PREFERENCES

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If you neither like nor dislike something
"I don't mind doing the housework."
If you don't like something
"She doesn't like cooking very much."
"He's not very fond of doing the
gardening."
"I dislike wasting time."
EXPRESSING NEUTRALITY

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If you really dislike something
"I don't like sport at all."
"He can't stand his boss."
"She can't bear cooking in a dirty
kitchen."
"I hate crowded supermarkets."
"He detests being late.“
"She loathes celery."
EXPRESSING DISLIKE

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Closings
•I won’t keep you/I’ll let you go.
•I know you must be busy.
•Wow, I didn’t realize how late it’s
gotten.
Farewells
It’s remarkable, but native English speakers rarely
end a conversation with “goodbye.” Rather, they’ll
often use one of the following:
I’ll let you go.
I won’t keep you.
I’m sorry, but I’ve got a bunch work to do
and have to go.
I’m taking off.

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OPENINGS
Do you have a moment?
Can we talk?
I’m not disturbing you, am I?
Are you busy now?
Do you have a minute?
Can I talk to you for a moment?

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Set the Stage: "I have a favor to ask you"
Give a Reason: “My car broke down. Can you
give me a ride?”
Provide an Escape Clause: “If you can’t, I can
call a taxi.”
All these expressions have the same meaning:
Could you do me a favor?
Can I ask a favor of you?
Could you please do me a favor?
Could I ask you for a favor?
ASKING FOR A FAVOR

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I'm sorry to have to say this but...
I'm sorry to bother you, but...
Maybe you forgot to...
I think you might have forgotten to...
Excuse me if I'm out of line, but...
There may have been a misunderstanding about...
Don't get me wrong, but I think we should...
COMPLAINING EFFECTIVELY

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WHAT’S WRONG WITH THIS PICTURE?

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• Form does not
equal force
• How do we
interpret
meaning?
– context: setting,
relationships,
task
– experience
– relevance
How to do speech acts at work

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•I wouldn't do that. I would...
•But if we...
•I'm afraid I have to disagree with you.
•Don't get me wrong, ...
•Even so, if...
•Don't forget that...
•Very true, but...
EXPRESSING DISAGREEMENT

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Could you tell me...?
Do you know...?
Do you happen to know...?
I'd like to know...
Could you find out...?
I'm interested in...
I'm looking for..
These two forms are used for asking for information
on the telephone:
I'm calling to find out...
I'm calling about...
ASKING FOR INFORMATION

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I don't think you should work so hard.
You ought to work less.
You ought not to work so hard.
If I were you, I'd work less.
If I were in your position, I'd work less.
If I were in your shoes, I'd work less.
You had better work less.
You shouldn't work so hard.
Whatever you do, don't work so hard.
GIVING ADVICE

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I'd say he's about ready to quit his job.
It might need some oil.
He could be in the garden.
It looks like a miniature motor.
Perhaps he needs some time off work.
Maybe they want to come and visit this summer.
It's difficult to say, but I'd guess that it's used
for cleaning house.
I'm not really sure, but I think they enjoy hiking
in the mountains.
GUESSING

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There are about 600 people working in this company.
There are approximately 600 people working in this company.
There are a large number of students interested in taking his
course.
Management predicts up to 50% growth for the coming year.
It's kind of a bottle opener which can also be used to peel
vegetables.
It's the type of place you can go to relax for a week or so.
They're the sort of people that like going bowling on Saturday
evenings.
It's difficult to say, but I'd guess that it's used for cleaning
house.
I'm not really sure, but I think they enjoy hiking in
the mountains.
BEING IMPRECISE OR VAGUE

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Would you like to see a film tonight?
I'm afraid I can't go out tonight. I've got a test tomorrow.
Why don't we have some Chinese food?
Sorry, but I don't particularly like Chinese food.
How about taking a nice walk?
I'd really rather not take a walk this afternoon.
Would you like to come to the museum with us?
Thank you, but it's not my idea of a fun afternoon out.
Let's go for a drive
Sorry, I'm not really fond of driving for the fun of it.
Why don't you stay the night?
That's very kind of you, but I really have to get back to the
city.
SAYING “NO” NICELY
Of course, saying just 'no' can be rather rude.

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Would you like to see a film tonight?
I'd rather go dancing. How does that sound?
Why don't we have some Chinese food?
Well, I'd prefer eating Italian. What do you think?
What do you think we should do?
If it were up to me, I'd go out for dinner.
What are we going to do today? The weather is
awful!
I think we should go to a museum
.Why don't we go to a museum.
Let's go to a museum.
How about going to a museum.
SHOWING PREFERENCE

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Sometimes, things happen that we would like
explained and we must demand explanations.
There are a number of formulas used when
demanding explanations in English. Here are some
of the most common:
Can you tell me why...
I don't understand why...
Can you explain why..
Why is it that...
How come...
Does this mean...
Do you really expect me to believe...
ASKING FOR EXPLANATIONS

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I really don’t
expect you to tell
me your age, but
how old are you?
What’s wrong
with this?

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There are a number of formulas used when
offering help in English. Here are some of the
most common:
May I help you?
Can I help you?
Are you looking for something?
Would you like some help?
Do you need some help?
What can I do for you today?
OFFERING HELP

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I know that you
don’t know where
Japan is; but can
you please tell me
where it is?
You only make a
request when you’re
certain the other
person can perform
the requested action.

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Why do role play in class?
• Because students get to practice for
real life situations
• Because students get to use speaking
and listening skills
• Because it is fun
• To recycle previously learned
vocabulary
• To improve fluency

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What is
Role Playing?
Taking on another
identity
Acting
Decision-making
spontaneous

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WHAT IS ROLE PLAYING?
• The role-play participants determine the actions of their
characters, based on their descriptions and situational
conditions offered by the professor.
• Role play involves “hands-on” learning by interacting at
both the cognitive and affective levels while adhering to
social norms of a target culture.
• It mostly proceeds as a theater-style mini-drama, while
players physically perform their characters’ verbal and
non-verbal actions.

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“Dramatic activities provide some
of the richest and most
memorable experiences
(students) have in their struggle
with a second language”
– Celce-Murcia

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The Key Designing Effective
Role Plays
• They include
–Storyline: A well-trodden plot or (in
case of a mini-game) a conflicting
situation
–Length: A role-play may vary from a
little part to an all-course-long
“mask”
–Difficulty: Grammar and syntax
–Entertainment level: A degree of

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Cross-cultural awareness
• Integrated with cultural
awareness, role-play facilitates
engagement, motivation, and
practice by involving students in
interaction with action options in
staged cultural contexts.
• It also includes non-verbal
means (“body language”) and
social-cultural etiquette that are

72. Questions?

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Austin, J. L. (1962). How to do things with words (second edition ed.). Oxford:
Oxford University Press
Brown, P., & Levinson, S. (1978, 1987). Politeness: Some universals in
language usage. Cambridge, U.K.: Cambridge University Press.
Canale, M. (1983). From communicative competence to communicative
language pedagogy. In J.C. Richards, and R. Schmidt (eds.), Language and
communication. Harlow: Longman.
Canale, M., and Swain, M. (1980). Theoretical bases of communicative
approaches to second language teaching and testing. Applied Linguistics,
1(1), 1-47.
Eslami-Rasekh, Z. (2005). Raising the pragmatic awareness of language
learners. ELT Journal, 59 (3), 199-208.
Grundy, P. (1995). Doing Pragmatics
Edward Arnold Hickey, L., & Stewart, M. (Eds.). (2005). Politeness in Europe
(Vol. 127): Multilingual Matters.
References