明 道 學 術 論 壇 3(2)：91-102(2007) MINGDAO JOURNAL 3(2)：91-102(2007) Copyright©2007 MINGDAO UNIVERSITY
The Significance of Pragmatics Grace Hui Chin Lin Assistant Professor of Department of Applied English Studies, MingDao University
Abstract The education of pragmatics is necessary and important in our globalized world. The reason is that English is currently used by people in the world for interaction and communication with each other in order to do international trade or participate in the academic conferences (McKay, 2002). For avoiding miscommunication caused by cultural difference, being familiar with diverse cultures and pragmatics is essential. Studies of Pragmatics emphasize the appropriateness in inter-cultural discourses. Through learning pragmatics, the English speakers’ intercultural communication competence should be raised. Their Pragmatic Competence would be better because of knowing cultural differences and being aware of the significance in appropriate languages. In other words, the teaching and learning of pragmatics would release the difficulties of international communications for both native and non-native speakers. Keyword: Pragmatic Competence, Mutual Comprehension, Linguistic Competence, Globalized World, Speech Acts
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Tel.：04 728 3321 Fax：04 722 6123 E-mail：
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91
The Significance of Pragmatics／Grace Hui Chin Lin globalized world.
INTRODUTION PRAGMATIC COMPETENCE: A SIGNIFICANT COMPONENT IN COMMUNICATIVE COMPATENCES
Kasper (1997) argues that a further aspect of students' pragmatic competence is their awareness of what is, and is not appropriate in the given contexts. About this point he has mentioned, pragmatics is a field of
Many scholars explore the close rela-
knowledge that makes people know how to
tion between pragmatics competence and
appropriately achieve the mutual compre-
English proficiency in their researches and
hension, and politely face the challenges,
studies. For example, Crystal (1997) empha-
that are caused by the miscommunication
sizes that the pragmatics knowledge is nec-
and misunderstanding in international situa-
essary and useful in second language learn-
tions.
ing. He proposes that pragmatics is the study
Truly, people in different cultures have
of language form and the point of view of
a need of accomplishing the appropriateness
users, especially of the choices they make,
and politeness in English as an International/
the constraints they encounter in using lan-
English as a Foreign Language (EIL/EFL)
guage in social interaction, and the effects
communication. Therefore, in order to speak
their use of language has on other partici-
to people from different areas around the
pants in the act of communication.
world effectively and politely, English na-
I think another way the pragmatics
tive and non-native speakers have to be
should be interpreted, is that pragmatics is a
trained with pragmatics that involves diverse
field of knowledge that can be recognized as
cultures and languages.
a socio-cultural context study in intercultural
I believe that English speakers need to
communication. I mean that the pragmatics
be not only proficient in linguistic compe-
knowledge indicates that English native and
tence, but also in pragmatics knowledge.
non-native speakers need to have a broader
They need to be informed with issues of
focuses in their English interactions, includ-
cultural disagreements, which include issues
ing the focuses of grammar structure and
of politeness, appropriateness, and speech
vocabulary accuracy, the considerations of
act strategies in communication. In a word,
speech appropriateness, and the different
the teachers should educate students to learn
cultural issues.
pragmatics in order to integrate themselves into different international environments and interact with foreigners appropriately in our 92
明道學術論壇，3(2)：91-102 (2007)
SPEECH ACTS
EIL/EFL speakers will be more sensitive to people’s intentional meanings embedded in
From a perspective of functions in lan-
international interaction. They can also learn
guages, communications for various par-
to be proficient in reacting to the EIL/EFL
ticular purposes are categorized into many
speakers’ interlocutions in an effective and
specific “speech acts”. According to Kasper
comprehensive fashion.
and Rose (1999), communication action
INTERCULTURAL INTERACTION
includes not only using speech acts such as apologizing, complaining, complimenting, and requesting, but also engaging in different types of discourse and participating in
From the perspective of EIL/EFL in-
speech events of varying length and com-
teraction, there is not a cultural or a lan-
plexity.
guage which are better than the others. For
Their statement actually means that the
this point, Rose and Kasper (2001) argue
dissimilar types of functional languages can
that the best thing pragmatists can do for
be created by concerning the language com-
English speakers is to operate with a differ-
plexities from aspects of grammatical accu-
ent hypothesis rather than with a deficit hy-
racy, sociolinguistic competence, and strate-
pothesis. I think that Rose and Kasper (2001)
gic communication competence. Therefore,
have pointed out that the non-native English
for facing the challenges in the intercultural
speakers, and even native speakers should
communications, English speakers need to
learn pragmatics by describing and explain-
learn techniques and strategies in speech
ing interlanguage communication from a
acts in order to accomplish goals of estab-
universal
lishing closer interpersonal relations and
rather than stereotype the native-like English
completing tasks efficiently through suitable
as a standard form of communication.
languages.
and
intercultural
perspective,
Accordingly, when learning pragmatics, there is no limitation of how many foreign
ADVANTAGE OF LEARNING PRAGMATICS
cultures a learner should learn. I might say the more cultural learned the better, if a learner can absorb sufficient intercultural
In fact, one of the advantages in learn-
knowledge. Similarly, there is also no re-
ing pragmatics is that the learners can inter-
straint of how many assumptions of inten-
pret the meanings of language from a
tional meanings a learner should make when
broader intercultural aspect. Through estab-
interacting in international situations. The reason is that adequate assump-
lished pragmatics foundation in mind, 93
The Significance of Pragmatics／Grace Hui Chin Lin
FOR AVOIDING MISUNDERSTANIND AND MISCOMMUNICATION
tions made through a more complete pragmatics knowledge foundation would attribute to a correct judgment of the intentional meanings in intercultural communications. To conclude, one significant issue of prag-
From views of House, Kasper, and
matics is that there are no classical and
Rose (2003), the pragmatics is a type of
standard patterns in each speech act of Eng-
knowledge that makes people detect the in-
lish. Therefore, the EFL/EIL speakers have
tercultural interaction structures and speech
to raise their consciousness about various
act strategies in order to resolve problems of
types of speech acts which are based on a
misunderstanding encountered in the inter-
structure and convention paragon of another
national social settings. Through pragmatics
different culture.
training, English speakers should be able to
For this point, Rose (2001) in one of
perceive
different
interpretations
of
his studies argues that “pragmatics con-
cross-cultural languages, and get accus-
sciousness raising is basically an inductive
tomed to assorted conventions, structures,
approach to develop a general awareness of
and forms in speech acts in the other cul-
how language forms are used appropriately
tures.
in context” (p. 171). Accordingly, the goal of
We all know that different customs of
pragmatic learning that Rose points out is
dialogues patterns sometimes would cause
that English speakers must be familiar with
confusions or embarrassment. Misunder-
different suitable forms based on intercul-
standing and miscommunication caused
tural knowledge, but not transform the
from cultural gaps actually can be avoided
speaking into a certain standard type of lan-
by sufficient knowledge of pragmatics.
guage.
Therefore, the teachability of pragmatics is
In other words, Rose (2001) reveals
more and more noticed these years. Through
that pragmatics is a study, which makes the
being informed about the cultural alterna-
learners comprehend that language varieties
tiveness, language learners would be capable
do exist in various speech acts of EIL/EFL
in dealing with cultural diversities and in
communications. Pragmatics is also a study,
making compromise when talking with peo-
which makes the learners accommodate to
ple from different language backgrounds.
diverse kinds of flexible colloquies in
Indeed, the English speakers’ construc-
EFL/EIL communication.
tion of their pragmatics knowledge is a significant factor why they can interact and communicate effectively and appropriately in their social life. In reality, for participat94
明道學術論壇，3(2)：91-102 (2007) ing international activities as a decent and
various strategies of speech acts. Actually,
polite member in the current globalized so-
everyone is able to provide misunderstand-
ciety, the English speakers need to constitute
ing examples of pragmatics that indicate the
a concept of interaction structures and
politeness and appropriateness issues in
speech act strategies in cross-cultural inter-
communication of his/her original cultures
action. Then, they can work, and cooperate
(Bardovi-Harlig, 1996). Since cultural con-
with foreigners politely and efficiently.
tradictions do exit in different countries, everyone is an expert of his/her own lan-
HOW PRAGMATICS MIGHT BE TAUGHT
guage and culture. According to Bardovi-Harlig (1996), everyone who works with a second or for-
Since the pragmatics is a significant
eign language, whether learners, teachers, or
field of second language learning, many
researchers, knows some interesting stories
researchers have provided language teachers
of miscommunication and misunderstanding
and learners’ different approaches, methods,
in cross-cultural situations.
and strategies for pragmatics education. As I
Therefore, through referring to the ex-
see it, demonstrating the culture differences
amples of miscommunication aroused by
through dialogue examples, comparing and
cultural difference, English speakers might
contrasting the different strategies that dif-
be able to avoid the rude or ineffective lan-
ferent cultures apply, and learning with sce-
guages from perspectives of the other cul-
narios and role play are three effective ap-
tures. Furthermore, many examples that
proaches of teaching pragmatics.
demonstrate the cross cultural miscommu-
Additionally, I believe that the prag-
nication are actually very interesting, which
matics training should start at the beginning
attributes to stimulating the learner’s moti-
of a learner’s English learning, because
vation for learning pragmatics.
pragmatics education is a significant factor
Hint Strategy of Request Speech Act
why a person can apply English in
According to Weizman (1985), prag-
cross-culture communication in a polite at-
matics can be taught through speech act
titude, even though the learner can only in-
strategies in different cultures. For example,
teract and communicate in a basic level of
for teaching “request” speech act in prag-
English proficiency.
matics, the “hint” strategy needs to be in-
Demonstration through Examples
troduced to the learners. The reason is that,
Firstly, learning from the examples is a
the “hint” strategy is applied in many coun-
method that teachers and students can apply
ties as a conventional method, for example,
to learn the intercultural differences, and
countries in Asia. 95
The Significance of Pragmatics／Grace Hui Chin Lin Hence, English speakers need to be in-
ferent cultures do make language learner
formed for learning different strategies of
gain their opportunity of distinguishing dif-
request speech acts of the other cultures and
ferent types of appropriate and polite con-
learn to raise their awareness of the hidden
text.
request functions in the languages. In other
If these conventional forms and expres-
words, if the speakers do not previously
sions of various cultures can be displayed by
learn the pragmatics, some request speech
the implicit video demonstration to the Eng-
act might sound like gossips to them. That is
lish learners, they might be able to review
to say, without learning pragmatics, people
the explicit illustrations and explanations
might refuse the others without knowing
learned from the teachers and apply the rules
they just reject to offer people who need
learned in classroom in the real situations,
their aid.
especially in international situations.
As a matter of fact, traditional forms of
Demonstration through Comparison and
request speech act in another country can
Contrast What’s
not be easily distinguished without prag-
important,
many
scholars
matics education. Hence, the strategies of
agreed that the successful pragmatics teach-
speech act need to be taught with examples
ing and learning can be achieved by com-
that demonstrate various types of request
paring and contrasting examples of different
forms in order to raise students’ awareness
cultures. Through comparing the similarities
of intentional request meanings produced by
and contrasting the differences between tar-
the speakers.
get language speakers’ and non-native
Demonstrating by Video Tape
speakers’ speech acts and language produc-
Besides explicit strategies and exam-
tions, the non-native speakers can be very
ples, another way to facilitate the learners'
clear about what are the native-like forms
ability to find socially appropriateness in
and what are the intercultural forms (Bar-
English communication is through implicit
dovi-Harlig, 1996; Kasper & Schmidt, 1996;
video demonstration. According to Tateyama,
Kasper & Rose, 1999).
Kasper, Mui, Tay, and Thananart (1997), the
In an empirical study of Rose (2001),
implicit video demonstration is a more ef-
he reveals that “Hong Kong English bilin-
fective way of displaying language expres-
guals, especially in direct request contexts
sions. I totally agree that designing the video
that would be inappropriate to people in the
watching into the English learning curricu-
United
lum is very necessary since the films that
nese/English bilingual myself, I believe that
audibly and visibly offer target language
most of the Chinese English speaker would
learners the “rules" and “strategies” of dif-
tend to avoid miscommunication if they had 96
States”
(p.
173). As a
Chi-
明道學術論壇，3(2)：91-102 (2007) a chance to learn about intercultural diver-
played and contrasted as well. For example,
sity. I think that most of the misunderstand-
the teacher might show the different orienta-
ings are caused by lack of pragmatics educa-
tions of speakers and learners and tell the
tion.
students that saying “Can I…?” is from the Because of the exist of invisible cul-
perspective of the speaker and “Can
tural differences in our global village, as an
you…?” is from the perspective of the
English educator as well as a Pragmatics
hearer.
researcher, I strongly suggest that the lan-
Teaching through Role Play Beside
guage trainers have to develop the learners’
the
pedagogies
mentioned
pragmatic knowledge, and clarify for them
above, teaching pragmatics through scenar-
what is appropriate and inappropriate in re-
ios and role-plays is also an applicable tech-
quest speech through contrasting the differ-
nique. Actually, a Japanese researcher, Ta-
ences between the target language forms and
kahashi (2001) displayed several situations
the intercultural language forms in different
that the students can use to discuss the ap-
speech acts.
propriate speech act languages. They are
Demonstrating Speeches Created by Peo-
request situations like making an appoint-
ple from Different Backgrounds
ment with professor, extending the paper
Inspired by the comparing and con-
submit due date, makeup exam for a course,
trasting methods, I think that the different
and requesting the professor to revise papers.
types of speech forms according to different
He believed that through the situational
social status and different speaker and hearer
variables, the request dialogues can be writ-
orientations in request speech act can be
ten according to students’ selected roles. In
learned. For example, the appropriate lan-
the role-play with scenarios, students can
guage used by people in their high or low
practice to use the appropriate language that
social statuses can be displayed. The input
conveys their intended meanings and ex-
offered by teachers to contrast the two
pressions of request. Besides gaining an
statuses should be taught.
opportunity of practicing what had been learned in class, I think that the role play is a
Teacher might tell the student that the indirect
form,
such
as
“Could
relaxing way of learning that stimulates stu-
you
dents’ learning motivations for pragmatics.
please …?” is for low status people to request the higher status people. And, the di-
IMPORTANTCE OF PRAGMATICS
rect form, such as “Can you …?” is for high status people to request the lower status people. Additionally, the different perspectives used to make requests form can be dis-
In fact, although many pedagogies of 97
The Significance of Pragmatics／Grace Hui Chin Lin teaching pragmatics have been provided and
showing politeness. I think another reason
discussed, the importance of pragmatics has
why this topic of request is important is be-
not been emphasized in a level that it needs
cause it is not easy for us to request the oth-
to be emphasized. According to Kasper
ers and achieve mutual benefits for both the
(2001), pragmatics has played a consider-
requesters and the listeners. The speakers
able role in first and second language class-
might have to learn how to request in vari-
room research, but classroom research has
ous cultures, and then they can depend on
played only a minor role in Interlanguage
the situation and select a proper request
pragmatics thus far.
form.
From my perspectives, I believe that
In fact, Blum-Kulka, House, and
the pragmatics needs to be taught from the
Kasper (1989) also raise the awareness for
very first year that language learners study a
the listeners and the speakers about the
target language. Especially, the issues of
face-threatening to both the requester and
politeness and appropriateness need to be
the recipient in his study. He believes that
taught. My reason is that the language
the recipient might feel that the request is an
learners need not only to learn the language
intrusion on his/her freedom of action or
itself, but also need to notice the importance
even a power play. Accordingly, the English
of politeness and appropriateness.
learners need to learn how to be polite and
That is, learning both the “language”
appropriate when requesting the others.
and the nice “attitude” of communication
English learners need to save the face for
should benefit the language learners, be-
both sides according to their social posi-
cause language learners can achieve their
tions.
communicative goal and fulfill their plan in
Since a wrong form of request error
international occasion only when they are
obstructs good communication between
able to interact in an appropriate manner and
speakers, makes the speaker appear to be
apply understandable language.
abrupt or brusque in social interactions, and makes the speaker appear discourteous or
EXAMPLE OF SPEECH ACT IN REQUEST AND RECEIVE
apathetic. Therefore, the learning of request speech act is very necessary, because being outside the rules of language use or making
Speeches acts of requesting and re-
a pragmatic mistake may have various con-
ceiving might clearly and completely mani-
sequences. The following indicates the pos-
fest several pragmatics issues, including the
sible situations in request speech act.
cultural gap, language difference among
Actually, the relation strategy is a sig-
various social statuses, and different ways of
nificant issue in social context of language. 98
明道學術論壇，3(2)：91-102 (2007) A requester has to create the appropriate
teners’ impositions of doing things are also
request sentences according to the language
significant elements of a decent request.
intimate, friends/acquaintances, and stranger
All in all, a pragmatic learner’s familiar
situations. For example, the direct request
level on the issues and strategies of prag-
sentence such as “Hey, bring me a cup of hot
matics accords with his/her intercultural
tea. I feel so cold now” can be employed
ability. When a person is able to practice the
when talking to the requesters’ friends, ac-
strategies and issues of request learned, we
quaintances, but not to a stranger or a new
can judge him as a person who can interpret
friend.
the intentions of a request speech and interact with an acceptable attitude in the inter-
Indeed, various types of opacity in re-
cultural situations without problem.
quest speech actually raised the complexity of request strategies. Without learning how
CONCLUSION
to clarify the opacity, some request intention will not be figure out the listener. On the other hand, a person who made a request
In conclusion, learning pragmatics can
without using hint strategy may be consid-
be a very interesting and challenging ex-
ered to be a disrespectful individual.
perience. The students can learn a lot of expressions and interpretations of various
CRUCUIAL ELEMENTS TAKEN INTO CONSIDERTATION IN SPEECH ACT OF REQUEST AND RECEIVE
types of inter-cultural speeches. English learners might feel interested in seeing many different types of conventions, strategies, and issues in different languages, places and peoples.
Besides the strategies of request have
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明道學術論壇，3(2)：91-102 (2007)
語用學之重要性 林慧菁 明道大學應用英語系助理教授
摘 要 本文強調「語用學」的英語教育，在此全球化急遽加速的世代是無可避免的。 原因是 因為近年來，農、工、商業界與各類學術界之國際會議的與會人士們，皆是使用單一語言— 「英語」來交談。為了避免因文化差異所引起的種種誤會，學習「多元文化」及「語用學」 在第二個千喜年剛剛過不久後的今天，變得刻不容緩。 「語用學」使我們了解到，甚麼樣的 對話才算是合宜的跨文化交流。本文中、明道大學應用英語系助理教授林慧菁，特別大聲 呼籲， 「英語教育者，對於提升學習者之跨文化交流能力一事，應該要感覺到責無旁貸。尤 其是成年的語言學習者，一定要知道有關各國、文化、種族之間，表達方式及語言意涵上 的暗示性與差別性，進而懂得如何運用恰當且禮貌的語言。」 換言之，筆者認為「語用學」 的英語課程綱要，有必要被具體地設計與真正落實，因為，唯有深入地理解及體諒「文化 差異」，才能幫助「母語者」與「非母語者」 ，於國際友人間的跨文化互動中，避免因彼此 語言認知上的差異而引起的溝通誤解及障礙。
關鍵詞: 語用學能力, 雙向理解, 語言學, 全球化, 話語的行為
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