Pragmatics
Pragmatics
Pragmatics
PRAGMATICS
PRAGMATICS
is the study of meaning in context dependent on the
intentions of participants in a conversational exchange
EXAMPLE NUMBER 2
EXAMPLE:
We know that the word ‘pupil’ is a homonym. How do we
know which meaning is intended? Usually by means of the
linguistic context:
.
If you see a sign like this near a school:
SLOW DOWN. PUPILS CROSSING THE STREET.
'LOCUTIONARY ACT',
'ILLOCUTIONARY ACT'
‘PERLOCUTIONARY ACT'
For example, that a bartender utters the words,
'The bar will be closed in five minutes‘
He is performing the locutionary act of saying that the bar will be
closed in five minutes (from the time of utterance).
The level here is ‘what words mean’ and the act of saying
something
In saying this, the bartender is performing the illocutionary act of
informing the customers of the bar's imminent closing.
The level here is to perform a function: informing people about
something.
Perlocutionary acts are performed with the intention of
producing a further effect. The bartender intends to be
performing the perlocutionary acts of causing the customers to
believe that the bar is about to close and making them finish
their drink or order their last one.
The level here is to making people do something.
He is performing all these speech acts, at all three levels, just by
uttering certain words.
To sum up:
Locutionary act: saying something (the locution).
Illocutionary act: the performance of an act in
saying something
The illocutionary force is the speaker's intent.
e.g. informing, ordering, warning, asking.
Perlocutionary acts: Speech acts that have an
effect on the feelings, thoughts or actions of the
listener. In other words, they seek to change
minds!
Unlike locutionary acts, perlocutionary acts are
external to the performance.
e.g., inspiring, persuading or deterring.
YOU SAY, YOU DO, YOU OBTAIN
Pragmatics and Speech Acts in Culture
Speech acts are sometimes difficult to perform in a second
language because learners may not know the idiomatic
expressions or cultural norms in the second language or they
may transfer their first language rules and conventions into
the second language, assuming that such rules are universal.
The natural tendency for language learners is to fall back on
what they know to be appropriate in their first language.
For example, the following remark as uttered by a native
English speaker could easily be misinterpreted by a hearer
who does not know English very well:
Sarah: "I can’t agree with you more. "
Marie: "Hmmm…." (Thinking: "She can’t agree with me?! I
thought she liked my idea!")
Culture Again!
Knowing a language is not enough.