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Pragmatics: by Esra Özdemir
?? PRAGMATICS ??
What is pragmatics???
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Pragmatics: by Esra Özdemir
Pragmatics
<= span style=3D'visibility:hidden'>l
lStructuralism        = ;          (surface level)  =
lNeo-structuralism        = ;  (surface and deep   
l        = ;            &n= bsp;            = ;         level & generative
l        = ;            &n= bsp;            = ;         grammar) 
<= span class=3DBB style=3D'position:absolute;left:-4.19%'>l Functionalism        = ;           Pragmatics
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Pragmatics: by Esra Özdemir
Pragmatics
l
l
lSentence        = ;            &n= bsp;            = ;            &n= bsp;            = ;            &n= bsp;     structuralist
l
l
l
l
l
lAddresser        = ;            &n= bsp;            = ;            &n= bsp;        Addressee        = ;     

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Pragmatics: by Esra Özdemir
It’s hot in here!
lPlease open the door!
<= span style=3D'visibility:hidden'>l
lIs it all right if I open the window?=
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Pragmatics: by Esra Özdemir
People can mean something = quite different from what their words say or even just the opposite.
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Pragmatics: by Esra Özdemir
Pragmatics vs. Semantics
l“= Who likes fish?”
l
lSentence-meaning: What does this sentence mean?
l
lUtterance/speaker meaning: What does <= /span>X mean by saying this sentence?
l
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Pragmatics: by Esra Özdemir
Who likes fish?
<= span style=3D'visibility:hidden'>l
<= span style=3D'visibility:hidden'>l
lThe speaker is asking who likes fish
l
lNo one likes fish
<= span style=3D'visibility:hidden'>l
<= span style=3D'visibility:hidden'>l
<= span style=3D'visibility:hidden'>l
<= span style=3D'visibility:hidden'>l
l
lMeaning making is a dynamic process !!!!
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Pragmatics: by Esra Özdemir
Linguistics is fascinating
<= span style=3D'font-size:113%;visibility:hidden'>l&#= 13;
lIt is fascinating        = ;      sentence-meaning
l
lIt is deadly boring        = ;   utterance/speaker
l        = ;            &n= bsp;            = ;          meaning
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Pragmatics: by Esra Özdemir
Meaning making is a dynamic process = = !!!!
linguistic context
       Spe= aker Hearer
physical context        = ;            &n= bsp;            = ;            &n= bsp;        social context
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Pragmatics: by Esra Özdemir
The importance of context
lA real event:
lTwo friends come across at the cinema by coincidence
lA: Naber?
lB: İyidir. Ne zamandır görüşemiyoruz ya.
lA: İş güç L Nerede oturuyorsun?
lB: Kadıköy’de
l
l
<= span style=3D'visibility:hidden'>l
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Pragmatics: by Esra Özdemir
Pearsons are on coke
lCoke ????
<= span style=3D'visibility:hidden'>l
lPossible meanings?
<= span style=3D'visibility:hidden'>l
lCoca-cola
lCocaine
lA coal derivate
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Pragmatics: by Esra Özdemir
Pearsons are on coke
lAre they drinking coke?
lAre they using cocaine?
lAre they having solid fuel heating?
l <= /div>
l <= /div>
lWhat the words actually mean can only be determined in context
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Pragmatics: by Esra Özdemir
Levels of Meaning
l
l &n= bsp; You are having a cup of coffee with your girl/boy friend and s/he says:
l
l
lIs your perfume a new one?
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Pragmatics: by Esra Özdemir
Is your perfume a new one?
lContextual/
lutterance meaning
<= span style=3D'visibility:hidden'>l
<= span style=3D'visibility:hidden'>l
<= span style=3D'visibility:hidden'>l
lForce
lYour refers to you
lPerfume is yours
lIt is new
l
l
lWhat is the force behind this question?
l
l
l
l
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Pragmatics: by Esra Özdemir
And the paranoia starts J
l    Man        = ;    Woman
lIs s/he expressing <= span style=3D'position:absolute;top:51.02%;left:8.84%;width:91.15%;height:48.97= %'>admiration?
lDoes s/he like it, or not?
lWoman        = ;   Woman
lDoes she want t= o learn its name to get the same one?
<= span style=3D'visibility:hidden'>l
l
lDifferent pragmatic forces
l   (the speaker’s communicative intention)
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Pragmatics: by Esra Özdemir
Pragmatics
Pragmatics
Interactional acts
Speech acts
who starts
Who turn takes
Who interruts
How does the speaker finish the conversation
Performing acts through words
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Pragmatics: by Esra Özdemir
Speech Acts: Actions through utterances
        = ;            &n= bsp;            = ;            &n= bsp;  (Austin,1960)
l
lYour friend has a tiny shop and she is selling postcards. Your 5 year-old = cousin likes one of the cards and says:
l <= /div>
l“This is cute ”
lThis is cute
l(Locution, the act of uttering)
l <= /div>
lYour cousin wants that post card
l(illocution= , the speaker’s intention = realised in producing an utterance)
l <= /div>
lYour friend gives it to = your cousin as a gift.
l(perlocutio= n the intended effect of an utterance on the hearer)
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Pragmatics: by Esra Özdemir
We perform an act with our words
<= span style=3D'visibility:hidden'>l
lI promise I’ll take you = to the concert if you finish it today &#= 13;
lI bet you five dollars she will win the game
<= span class=3DBB style=3D'position:absolute;left:-4.43%'>lHe senten= ced him to 15 years
l        = ;            &n= bsp;      performative verbs
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Pragmatics: by Esra Özdemir
We perform an act with our words
<= span style=3D'visibility:hidden'>l
<= span style=3D'visibility:hidden'>l
lI say, protest, object, apologize, deny, withdraw, declare, thank, baptize, name etc…. <= /div>
<= span style=3D'visibility:hidden'>l
l
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Pragmatics: by Esra Özdemir
Without performative verbs we can perform actio= ns
<= span style=3D'visibility:hidden'>l
lWe are going to the British Pub, are you = guys coming?
l
l(no performative verb but the speaker performs the action of invitation)
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Pragmatics: by Esra Özdemir
The presence of a performative verb does not <= span style=3D'font-size:74%'>guarantee that the specified action is <= span style=3D'font-size:74%'>performed
<= span style=3D'visibility:hidden'>l
l
lI promise I will sue him if he touche= s my car.        = ;    performative      threat=
l
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Pragmatics: by Esra Özdemir

In a British restraunt;
<= span style=3D'visibility:hidden'>l
lThank you for not smoking
<= span style=3D'visibility:hidden'>l
lWhat is the illocutionary force of <= /span>this utterance on the receiver?
lThanking     expressive
l         or
l &n= bsp; directive???
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Pragmatics: by Esra Özdemir
On the tram
lYaşlı ve ç= ocuklu yolcularımıza yer verdiğiniz iç= in teşekkürler.
l        = ;   
l  
lThanking     expressive
l         or
l   directive???
l
l  (Yaşlı ve çocukl= u yolcularımıza yer veriniz)
l
l
l
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Pragmatics: by Esra Özdemir
lA man and a woman enter an art gallery. The man is= carrying a plastic carrier bag. The woman goes to = buy the admission tickets, while her husband has gone = ahead into the gallery.
l
lOfficial: Would the gentleman like to leave his bag here?
lWoman:= Oh no, thank you. It’s not heavy.
lOfficial= : Only … we have had … we had a theft here     yesterday, you see.
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Pragmatics: by Esra Özdemir
lWhat is the reason of this miscommunication between the official and the woman?
lWhat is the intended illocutionary force of = the first utterance? (request)
<= span class=3DBB style=3D'position:absolute;left:-4.43%'>lHow does the wo= man interpret the utterance of the officer? (offer)
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Pragmatics: by Esra Özdemir
Pragmatics
lMeaning is defined relative to a speaker or = user of the language
lIt deals with verbal cats (not grammar as an abstract static entity)
<= span class=3DBB style=3D'position:absolute;left:-3.86%'>lIt deals with addressers and addressees, the context of utterance and the the goal of an utterance
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Pragmatics: by Esra Özdemir
Pragmatics & ELT
lWe (language teachers) do not only teach grammar because language is not just grammar.
l
lGrammatical competence does not guarantee pragmatic competence
<= span style=3D'visibility:hidden'>l
<= span style=3D'visibility:hidden'>l
l
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Pragmatics: by Esra Özdemir
Pragmatics & ELT
lWe need to grow up learners who can do things with the target language
lWe need to grow up learners with pragmatic competence.
<= span class=3DBB style=3D'position:absolute;left:-4.04%'>lWe need to teach pragmatic aspects of the target language to make our learners achieve their goals smoothly.
<= span style=3D'visibility:hidden'>l
l
<= span style=3D'visibility:hidden'>l
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Pragmatics: by Esra Özdemir
Pragmatic competence
= 3D"Organization
Pragmatic competence
Sociolinguistic comptence
Illocutionary competence
-Appropriate use = of language with regard
to the context, w= hom you are seaking to,
social distance , solidarity and relative power
-knowledge of spee= ch acts and functions
-Form-function mapping
-correctness of linguistic expressions
-directness and politeness
= ;
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Pragmatics: by Esra Özdemir
Requests
lSituation 1: James asks to borrow a pencil <= /span>from his classmate (status equal, low imposition)
l
<= span class=3DBB style=3D'position:absolute;left:-3.96%'>lSituation 2: Ja= mes asks his professor to extend the deadline of the term paper <= span style=3D'position:absolute;top:66.66%;left:3.81%;width:86.06%;height:32.14= %'>(higher status, high imposition)
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Pragmatics: by Esra Özdemir
Requests
<= span style=3D'visibility:hidden'>l
lDoes James use  the same request strategies to get what he wants?
l
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Pragmatics: by Esra Özdemir
Requests
lSituation 1: Gimme the pen man! (the most <= /span>direct)
l       Give me y= our pen
l
lSituation 2: I was in the hospital for the last tw= o weeks so I could not finish my term paper. Could <= /span>you please extend the deadline of it? (conventionally indirect)
<= span style=3D'font-size:88%;visibility:hidden'>l= 3;
<= span style=3D'visibility:hidden'>l
<= span style=3D'visibility:hidden'>l
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Pragmatics: by Esra Özdemir
Apologizing
l
l- It was my fault L
l- Could you possibly find it in your heart to forgive me?
l- I won’t let it happen again, sorr= y.
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Pragmatics: by Esra Özdemir
Illocutionary competence; Form-function mapping
Can you pass the salt, plea= se?
lForm: Can        = ;   Functions: ability, request etc.
<= span style=3D'font-size:88%;visibility:hidden'>l= 3;
lCan you pass the salt, please? <= /div>
<= span style=3D'font-size:88%;visibility:hidden'>l= 3;
lAbility        = ;   request (English) (+)
lAbility        = ;   request (Turkish) (+)
lAbility        = ;   request (Polish) (-)
<= span style=3D'font-size:88%;visibility:hidden'>l
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Pragmatics: by Esra Özdemir
Sociolinguictic competence
lYou are home and studying for your final exam. Your neighbour’s dog is barking all day.
lShould I go and= knock at the door and complain?(sociopragmatic aspects) <= /div>
<= span class=3DBB style=3D'position:absolute;left:-4.43%'>lWhat and how sh= ould I say? (sociolinguistic aspects)
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‹header›
‹date/time›=
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İkinci düzey
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Dördüncü düzey
Beşinci düzey
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