Conversation principles and second language utterances

Kaburise, Phyllis

doi:10.5785/23-1-47

Cited by 2 publications

(1 citation statement)

References 9 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Hence, an advanced L2 user might not show equivalent pragmatic competence in executing and comprehending certain speech acts, in conversational functions, such as greetings and leave-taking, in refusing offers, declining invitations and in conversational management like back channeling and short responses (Eslami-Rasekh, 2005;Mohammed, 2012). Often, L2 users' misapplication of surface structure rules or pronouncing of words with strong first language (L1) accent are usually indulgently regarded as they usually only slow down the pace of the interaction as interlocutors mentally adjust in their bid to communicate and interpret each other's intentions (Kaburise, 2007). In such situations the more proficient users subconsciously apply communication organizing principles like the theory of speech acts (Searle, 1980), conversation maxims (Grice, 1989) and the relevance theory of Wilson & Sperber (2005)to move the conversation along.…”

Section: Introductionmentioning

confidence: 99%

Using Explicit and Implicit Instruction to Develop Pragmatic Ability in Non-Urban Classrooms in South Africa

Kaburise

2014

MJSS

Self Cite

View full text Add to dashboard Cite

Language learners' pragmatic ability enables them to interact competently in communication events. Pragmatics main distinguishing feature from other branches of language study is that it portrays how language is used in real social interactions. Pragmatics ability has a broad base as it requires knowledge not only in theoretical content such as phonology, semantics, speech acts, but also in applied language subjects like sociolinguistics, cultural studies and communication. This inclusive nature of pragmatics poses some challenges in the type of instruction which will ensure the acquisition and demonstration of pragmatic competence. The debate is usually between teaching strategies falling under two paradigms of instructions -explicit and implicit. This is a reflective paper and its objective is to discuss two teaching activities role plays (implicit instruction) and elearning (explicit learning) as possible ways of enhancing English second language pragmatic development, in a rural classroom, in South Africa. The conclusion reached is that due to conceptual and practical challenges associated with role plays and e-learning, these approaches to pragmatic development may not produce dramatic results as may be wished.

show abstract

Section: Introductionmentioning

confidence: 99%

Using Explicit and Implicit Instruction to Develop Pragmatic Ability in Non-Urban Classrooms in South Africa

Kaburise

2014

MJSS

Self Cite

View full text Add to dashboard Cite

show abstract

Recognising Speech Acts

Kaburise¹

2012

Per Ling.

View full text Add to dashboard Cite

Speech Act Theory (SAT), a theory in pragmatics, is an attempt to describe what happens during linguistic interactions. Inherent within SAT is the idea that language forms and intentions are relatively formulaic and that there is a direct correspondence between sentence forms (for example, in terms of structure and lexicon) and the function or meaning of an utterance. The contention offered in this paper is that when such a correspondence does not exist, as in indirect speech utterances, this creates challenges for English second language speakers and may result in miscommunication. This arises because indirect speech acts allow speakers to employ various pragmatic devices such as inference, implicature, presuppositions and context clues to transmit their messages. Such devices, operating within the non-literal level of language competence, may pose challenges for ESL learners.

show abstract

Conversation principles and second language utterances

Cited by 2 publications

References 9 publications

Using Explicit and Implicit Instruction to Develop Pragmatic Ability in Non-Urban Classrooms in South Africa

Using Explicit and Implicit Instruction to Develop Pragmatic Ability in Non-Urban Classrooms in South Africa

Recognising Speech Acts

Contact Info

Product

Resources

About