Rahmat Juliadi

(2130104052)
Task 2 Linguistic for ELT
 Pragmatic Competence
 Definition of Pragmatic Competence
 It’s refers to knowledge of the socio-cultural rules that govern language use. In
this sense, communication as an interaction between speaker-meaning and
hearer-effect and is accomplished successfully when the speaker conveys his or
her attitude to the hearer.
 Pragmatic competence refers to the ability to use language effectively in a
contextual and socially appropriate way. It goes beyond simply knowing the
grammar and vocabulary of a language and delves into the understanding of how
language functions in different situations and how to use it to achieve specific
communicative goals
 The Importance of Pragmatic Competence for EFL Learners

 For English language learners (EFL learners),

mastering the grammatical rules and vocabulary is
just one step in their journey towards effective
communication. Developing pragmatic
competence is equally important, if not more so,
for them to truly thrive in real-world English
situations.
 Why Important?
 Avoiding Communication Misunderstandings:
Cultural Differences: EFL learners often come from backgrounds with different cultural norms
and expectations regarding communication. Lack of pragmatic awareness can lead to
misunderstandings, even if their grammar and vocabulary are technically correct. For example, a
literal translation of an idiom from their native language might sound strange or offensive in
English.

 Achieving Communication Goals:

Effective Communication: Pragmatic competence allows learners to go beyond simply
transmitting information and enables them to achieve their intended communication goals. This
could involve politely making a request, expressing an opinion effectively, or appropriately
conveying their feelings. Without this skill, their message might not be interpreted as intended.
 Then.. Why Important?
 Building Confidence and Fluency:
Natural Communication: Understanding the nuances of language use fosters confidence and fluency in
learners. They can participate in conversations more naturally, feeling less anxious about potential
misunderstandings and engaging in discussions with greater ease.

 Enhancing Cultural Understanding:

Cultural Awareness: Developing pragmatic competence involves learning about cultural norms and
expectations embedded within the language. This leads to a deeper understanding of the target culture
and fosters more meaningful connections with native speakers.

 Adapting to Different Situations:

Versatility in Communication: Pragmatic competence equips learners with the ability to adapt their
communication style to different situations and audiences. They can adjust their language accordingly,
whether they are talking to a friend, a professor, or a colleague
 Methods of Teaching Pragmatic Competence in English
Language Teaching
 Explicit Teaching of Pragmatic Competence?
explicit teaching has its strengths and weaknesses, it can be a valuable tool in conjunction with
other approaches to help EFL learners develop their pragmatic competence. Finding the right
balance between explicit instruction, guided practice, and independent usage is key to fostering
effective and adaptable communication skills.

 Implicit Teaching of Pragmatic Competence?

implicit teaching plays a crucial role in developing pragmatic competence by exposing learners to
natural language use. However, it is often combined with explicit teaching for a more
comprehensive approach. Combining both approaches can effectively equip learners with the
knowledge and skills necessary for successful communication in English
 Explicit Teaching of Pragmatic Competence
A. Concept of Explicit Teaching
 Explicit teaching involves directly and intentionally teaching learners about
specific language skills and strategies. This approach contrasts with implicit
learning, where learners acquire knowledge through exposure and interaction
without explicit instruction.

 In the context of pragmatic competence, explicit teaching involves making

learners aware of the rules and conventions that govern how language is used in
different contexts and for different purposes. This includes understanding non-
verbal cues, speech acts, conversational rules, and cultural variations in language
use.
 Explicit Teaching of Pragmatic Competence
B. Procedures of Explicit Teaching
There are various procedures for explicitly teaching pragmatic competence. Here are some
common examples:
• Presentation: Clearly explaining the concept of pragmatic competence and its importance in
communication.
• Modeling: Demonstrating proper use of language in different situations through role-plays,
dialogues, or video examples.
• Explanation: Providing explanations of underlying social and cultural factors influencing
language use.
• Controlled practice: Providing opportunities for learners to practice specific pragmatic skills
in a controlled environment, such as role-plays with clear instructions.
• Feedback and correction: Offering constructive feedback and correcting mistakes to help
learners refine their pragmatic skills.
 Explicit Teaching of Pragmatic Competence
C. Examples of Explicit teaching
Here are some examples of how explicit teaching can be applied to specific
pragmatic skills:
• Teaching how to make polite requests: Explaining different ways to phrase
requests, considering the context and the relationship with the listener.

• Explaining how to express gratitude: Presenting various ways to say "thank

you" depending on the situation and level of formality.

• Demonstrating how to give compliments: Highlighting the use of appropriate

language and considering cultural variations in complimenting behavior.
 Explicit Teaching of Pragmatic Competence
D. Strengths of Explicit Teaching
• Targeted Learning: Explicit teaching allows for targeted instruction on specific
pragmatic skills, ensuring learners focus on areas that need improvement.

• Faster Acquisition: Studies suggest that explicit teaching can be more effective
than implicit learning for acquiring complex pragmatic knowledge.

• Increased Awareness: Explicitly explaining the rationale behind certain

pragmatic behaviors can raise learners' awareness and understanding of the
underlying concepts
 Explicit Teaching of Pragmatic Competence
E. Weaknesses of Explicit Teaching
• Potential for Inflexibility: Overreliance on explicit teaching might hinder the
development of natural and flexible communication skills. Learners need
opportunities to adapt and improvise in real-world situations.

• Context-Specific Challenges: Applying explicitly taught rules in novel contexts

can be challenging, as real-world communication is often dynamic and
unpredictable.

• Motivational Considerations: Explicit teaching might not be the most engaging

approach for all learners. It's crucial to integrate it with engaging activities and
real-world applications to maintain motivation.
 Implicit Teaching of Pragmatic Competence
A. Concept of Implicit Teaching
 Implicit teaching, in contrast to explicit teaching, involves unconsciously acquiring language
skills and knowledge through exposure and interaction. Learners are not directly instructed on
specific rules or strategies. Instead, they pick up on how language is used in real-world
situations by observing and participating in communication.

 Implicit teaching, in contrast to explicit teaching, involves learning language skills and
strategies through exposure and interaction, without directly drawing attention to the specific
rules or structures. Learners acquire knowledge unconsciously through immersion and
observation.

 For pragmatic competence, this means learning the nuances of language use by observing
how native speakers communicate in various situations. This could involve noticing how they
greet each other, express gratitude, or handle disagreements.
 Implicit Teaching of Pragmatic Competence
B. Procedures of Implicit Teaching
Here are some ways teachers can create an environment conducive to implicit learning:
• Authentic Materials: Utilizing authentic materials like movies, TV shows,
conversations, and real-life situations exposes learners to natural language use.
• Task-based Learning: Engaging students in tasks that require them to use language
for communicative purposes encourages implicit learning of pragmatic skills.
• Comprehensible Input: Providing language input that is slightly above their current
level of proficiency pushes learners to understand the meaning from context,
fostering implicit learning.
• Peer Interaction: Encouraging interaction and collaboration among learners allows
them to observe and learn from each other's pragmatic choices.
 Implicit Teaching of Pragmatic Competence
C. Examples of Explicit Teaching
Here are some example:
• Watching a movie with English subtitles: Learners can observe how characters
use language in different situations, including greetings, apologies, and requests.
• Playing a role-playing game: By acting out real-life scenarios, learners
implicitly absorb appropriate language use in various contexts.
• Reading authentic texts: Immersing themselves in authentic texts exposes
learners to how language functions naturally in different contexts.
• Engaging in group discussions: Discussions encourage learners to negotiate
meaning, take turns, and adapt their language use based on the situation and their
audience.
 Implicit Teaching of Pragmatic Competence
D. Strengths of Implicit Teaching
• Natural Acquisition: Implicit learning can foster a more natural and intuitive
understanding of pragmatic skills, similar to how native speakers acquire
language.

• Motivation and Engagement: Implicit learning can be more engaging and

motivating for learners as it focuses on real-world communication and avoids
overly technical explanations.

• Development of Fluency: Implicitly acquired skills tend to be more automatic

and readily available for spontaneous use in conversations.
 Implicit Teaching of Pragmatic Competence
E. Weaknesses of Implicit Teaching
• Slow and Uncertain Process: Implicit learning can be a slow and unpredictable
process, and learners may not always pick up on all the nuances of language use.

• Individual Differences: Some learners may struggle to acquire complex

pragmatic skills solely through implicit exposure. Individual learning styles and
prior knowledge play a role.

• Limited Scope: Implicit learning might not be effective for explicitly teaching
specific cultural norms or complex speech acts that require more structured
instruction.
 Previous Research of Pragmatic Competence and Teaching Pragmatic
Competence
 An Integrated Approach to Pragmatic Competence: Its Framework and
Properties
By Xiaoxuan , Wei Ren, Lin Li at School of Foreign Languages, Beihang University, Beijing, China

o Purpose/Aim: This article conducts a critical review of the investigation of pragmatic

competence in communicative ability theory, the function-discourse model, the componential
and meaning-driven model, and the relevance-theoretic model
o Methods: The study is a literature review and analysis of various models or theories of
pragmatic competence
o Results/Findings: An integrated model of pragmatic competence (IMPC) is reformulated for
thought and communication, focusing on the interactions among various organism-internal
submodules under the current minimalist framework and their interactions with outside
sociocultural factors
 Previous Research of Pragmatic Competence and Teaching Pragmatic
Competence
 Revisiting L2 Pragmatic Competence Through Implicit vs. Explicit
Instructional Framework
By Nan Huang at School of Foreign Languages, Xinyang College, Xinyang, China

o Purpose/Aim: This study aimed to give a summative description of the empirical studies
carried out on teaching pragmatics
o Methods: The study is a literature review and analysis of various models or theories of
pragmatic competence
o Results/Findings: The investigation ends up with a conclusion, instructional implications, and
suggestions for future research
 Reference
Pragmatics in English Language Learning Nicola Halenko and Jiayi Wang (eds.) Cambridge University Press, 2022
Erlinda, D. R. (2019). Introduction To English Pragmatics. Jakarta: PRENADAMEDIA GROUP.
Nurdiana. (2019). understanding pragmatics and pragmatic competence in ELT material. Bunda Mulia University:
Englsih Language and culture department.
anne O`keeffe, B. C. (2011). Introducing Pragmatics in Use. New York: routledge.