Pragmatics is a branch of linguistics concerned with utterance and speaker meaning. It covers five areas: meaning disambiguation, complete meaning transfer, differentiating utterance meaning from speaker intent, how hearers interpret utterances, and why people communicate. Pragmatic competence is the ability to convey and interpret meaning appropriately based on context. For language teachers, pragmatics involves paying attention to these five areas and how to use language appropriately in different situations when teaching.
Pragmatics is a branch of linguistics concerned with utterance and speaker meaning. It covers five areas: meaning disambiguation, complete meaning transfer, differentiating utterance meaning from speaker intent, how hearers interpret utterances, and why people communicate. Pragmatic competence is the ability to convey and interpret meaning appropriately based on context. For language teachers, pragmatics involves paying attention to these five areas and how to use language appropriately in different situations when teaching.
Pragmatics is a branch of linguistics concerned with utterance and speaker meaning. It covers five areas: meaning disambiguation, complete meaning transfer, differentiating utterance meaning from speaker intent, how hearers interpret utterances, and why people communicate. Pragmatic competence is the ability to convey and interpret meaning appropriately based on context. For language teachers, pragmatics involves paying attention to these five areas and how to use language appropriately in different situations when teaching.
Pragmatics is a branch of linguistics concerned with utterance and speaker meaning. It covers five areas: meaning disambiguation, complete meaning transfer, differentiating utterance meaning from speaker intent, how hearers interpret utterances, and why people communicate. Pragmatic competence is the ability to convey and interpret meaning appropriately based on context. For language teachers, pragmatics involves paying attention to these five areas and how to use language appropriately in different situations when teaching.
Pragmatics is a branch of linguistics concerned with utterance and speaker meaning. pointed out that there are five areas covered in pragmatics: meaning disambiguation, complete meaning transfer, differentiating
utterance meaning from what speakers intend
to say, how hearers interpret utterances, and
figuring out why people communicate
Thomas (1999) Teachers is a person who helps students to acquire knowledge, competence, or virtue, via the practice of teaching. Informally the role of teacher may be taken on by anyone. The
implementation of pragmatics in language
teaching and learning might be dealt with
pragmatic competence. Pragmatic competence
is defined as the ability to convey and interpret
meaning and to use language in context
appropriately. To acquire the competence,
language learners must have knowledge of
language (language form) and how to use the
language in particular situations or context in
appropriate ways. (Saville-Troike, 2006 and
Kasper, 1997, as cited in Wichien and
Aksornjarung, 2011; Canale, 1983, as cited in
Nguyen, 2011) Thomas (1983) proposed—language users‘ ability to use language effectively to be able to attain specific purposes and to comprehend how language is used in context. Pragmatics for language teachers For example: Hey boy! Where is your mind? Conclusion Pragmatics is a branch of linguistics concerned with utterance and speaker meaning. That pointed out that there are five areas covered in pragmatics: meaning disambiguation, complete meaning transfer, differentiating Utterance meaning from what speakers intend to say, how hearers interpret utterances, and figuring out why people communicate. and pragmatics for language teacher is about how those five area that teacher have to pay attention to, and use it well while teaching the language Reference From : UNDERSTANDING PRAGMATICS AND PRAGMATIC
COMPETENCE IN ELT MATERIALS
Nurdiana*
English Language and Culture Department, Bunda Mulia University
Received on 23 September 2019 / Approved on 30 September 2019
