1. Raising the pragmatic
awareness
Norminingsih Fitriani
S 200 110 020 N.Vietrieannee-eM. Pe. Be-2011

2. Capturing students interest & curiosity
Potentially problematic intersection
providing a focus
Choose a specific data
N.Vietrieannee-eM. Pe. Be-2011

3. TEACHER
Keen observer  field note to
completing the data & train the
student to be good observer
Introducing pragmatic
Potentially
challenging incidents
Ritual politeness
Apology speech act
Cross – cultural
(mis) communications
Potentially problematic intersection
N.Vietrieannee-eM. Pe. Be-2011

4. Eslami’s sample
 1st  Page 48
=Students able to share other personal cases of
problematic interactions from their own
experiences / watching movies and program in
the target language.
N.Vietrieannee-eM. Pe. Be-2011

5. 2nd example  ritual politeness
(taarof)
The differences in the directness level in the speech
act of suggesting
 “Persian and English”
, required to refuse the suggestion for the gift
, has strong social convention
= resulting in the initiator’s
stronger insistence
= consideration and
concern for the guests’ needs
N.Vietrieannee-eM. Pe. Be-2011

6. 3rd example  apology speech act
“ I do apologize profusely ….”
Cross – cultural differences
Iranian = intensely they apologize is in
differences formulas
English = “ I am sorry” / + quantifiers, increasing
intensity
N.Vietrieannee-eM. Pe. Be-2011

7. providing a focus
By using student L1  student are able to
recognize the pragmatic dimension of speech
act
= develop a good sense of what look
for in conducting a pragmatic analysis.
Discus about apology various strategy &
performing the speech act
N.Vietrieannee-eM. Pe. Be-2011

8. Collecting the data
Observation  student become the
researcher themselves
Record native speaker
Detecting the contextual factor  data collection
audiocassette, videocassettes
television, authentic data.
N.Vietrieannee-eM. Pe. Be-2011

9. Highlight in collecting the data
• on promoting students’ awareness of pragmatic issues
and that transitioning to the next step, practising and
using speech acts, is in no way less important.
N.Vietrieannee-eM. Pe. Be-2011

10. Critical issues for pragmatic ability as a
eaching goal
1. Second language learners may want to actively
create both a new interlanguage and an
accompanying identity in the learning process.
2. Second language learners’ desire for observing
native speaker pragmatic norms or flouting NS
pragmatic conventions is shaped by learners’
views of themselves, their social position in the
target community and in different contexts
within the wider L2 environment, and by their
experience with native speakers in various
encounters.
N.Vietrieannee-eM. Pe. Be-2011

11. Highlighting in Eslami’s journal
• to emphasize in this paper is the
importance of the general
development of pragmatic awareness
that we instill within our students
so that they can figure out
pragmatic meaning when they
encounter it outside our
classrooms.
N.Vietrieannee-eM. Pe. Be-2011