Conversational implicature comprehension strategies used by English learners in Indonesia

Pratama, Hendi; Rokhman, Fathur; Urip, Sri Rejeki

doi:10.17250/khisli.36.3.201912.004

Cited by 5 publications

(8 citation statements)

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“…Speech acts are one of the Pragmatic sciences which is most often discussed or researched by observers of linguistics [1]. Pragmatics defines as the study of meaning in the context between the speaker and the hearer which the speaker delivers utterance and the hearer interprets the utterance.…”

Section: Speech Actsmentioning

confidence: 99%

“…Implicatures are meanings that are conveyed but not explicitly pronounced [1]. In a conversation, a speech has certain implications that are not stated explicitly.…”

Section: Implicaturesmentioning

confidence: 99%

“…Pratama [1] states that there are two types of implicature; conventional implicature and conversational implicature. He added that both were equally struggling with the true meaning of a teaching, only the difference was that conventional implicatures always used the same type of implicature in the context of any situation.…”

Section: Implicaturesmentioning

confidence: 99%

“…Pragmatics as part of communication competence is very important to be taught to students to strengthen their communicative competence as a language learner. Nowadays most language learners are not learning a language as a communication tool but as knowledge or theory of language [1]. This causes many discoveries that after 9 years of elementary and secondary education, students are still unable to use the language they learn to communicate.…”

Section: Introductionmentioning

confidence: 99%

“…Pragmatics investigates meaning that is bound to the context underlying the use of the language in communication [1]. It can be concluded that the real meaning of a speech is influenced by the context.…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Reflecting on Teaching Pragmatics for Graduates Students

Pratama¹,

Amalia²

2021

Proceedings of the 9th UNNES Virtual International Conference on English Language Teaching, Literature, and Translation, ELTLT

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Pragmatics deals with language in use and the context in which it used. We can convey meaning through communication by using pragmatics. Teaching pragmatics means considering the relationship between the variety of speakers and many social factors which come up with the dynamic growth of the language itself. Fostering pragmatics competence in language teaching should be done gradually since learning pragmatics is not only about acquiring a new language competence but also learning its implementation in different context and levels of intercommunication. As a result, the learners must accomplish the mastery of pragmatics and reflect it into their daily communication. This paper reflects the experience in the class of pragmatics for graduate students. It is a qualitative based research which examines students' mastery and the implementation of pragmatics in their conversation. Moreover, this paper portrays the relation between pragmatics and language teaching through teaching and learning activity. After all, at the end of the class, the learners must reflect on to what extent pragmatics is important in their daily communication.

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Section: Speech Actsmentioning

confidence: 99%

“…Implicatures are meanings that are conveyed but not explicitly pronounced [1]. In a conversation, a speech has certain implications that are not stated explicitly.…”

Section: Implicaturesmentioning

confidence: 99%

Section: Implicaturesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Reflecting on Teaching Pragmatics for Graduates Students

Pratama¹,

Amalia²

2021

Proceedings of the 9th UNNES Virtual International Conference on English Language Teaching, Literature, and Translation, ELTLT

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Revisiting ‘think aloud’ in language learner strategy research

Cohen,

Wang

2024

Language Teaching Research

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This article revisits the use of the term ‘think aloud protocols’ (TAP) as used in second language (L2) research studies as a means for collecting verbal report (VR) data dealing with language learner strategies (LLS). Given that there continue to appear L2 studies that use TAP without differentiating the actual type of VR that is involved, this study investigated the extent to which it makes a difference if the researchers fine-tune the types of VR responsible for yielding the given cognitive processing data. The study was conducted at the university level as part of an effort to investigate the dynamics of vocabulary strategy instruction (VSI) from different angles. Non-native-English-speaking developing teachers generated VR about the strategies that they selected when assuming the role of both tutor and student in one of six dyads. The VSI was focused on fine-tuning the students’ comprehension of vocabulary used in academic writing. The findings highlighted how different types of VR not only helped elicit strategies but also clarified participants’ verbalized thoughts, facilitated self-evaluations of strategies, and prompted reflection about areas for improvement. This study suggested that there is value in utilizing different types of VR in order to obtain a more robust measure of the cognitive processes involved in strategizing about word meanings, while at the same time calling attention to the complexities of strategy dynamics. The article ends with suggestions for future research and with pedagogical implications, such as that of enlisting different types of VR as a means by which teachers can demonstrate to learners the multifaceted nature of VSI.

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The Analysis of Conversational Implicature in an Extensive Listening of BBC Learning English Podcast

Dwiwulandari,

Dewanti

2020

stairs

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Using qualitative content analysis, this study attempts to investigate the occurrence of conversational implicature in an extensive listening of BBC Learning English Podcast. This study was conducted to find out how conversational implicature is employed by the speakers, including the types and functions of the implicature. Following Grice’s theory of conversational implicature and cooperative principle, this study revealed that out of 200 samples taken, the implicature occurred in 104 utterances which were generated through flouting and violation with Particularized Conversational Implicature (PCI) dominating the exchange rather than Generalized Conversational Implicature (GCI). As for the function of implicature produced, the researcher utilized Searle’s theory of Speech Act which comprises Assertive, Commissive, Declarative, Directive, and Expressive. The result showed that Assertive function dominates the utterance produced, meanwhile Declarative function was absent. The findings and result of this study is expected to be able to give some instances to the learners of English to the theory of conversational implicature, so that they will learn to avoid misunderstanding during the conversation itself. It is also expected to give contribution to the field of pragmatics, since, to the researcher’s knowledge, the study of conversational implicature on the same media is still scarcely conducted.

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Conversational implicature comprehension strategies used by English learners in Indonesia

Cited by 5 publications

References 0 publications

Reflecting on Teaching Pragmatics for Graduates Students

Reflecting on Teaching Pragmatics for Graduates Students

Revisiting ‘think aloud’ in language learner strategy research

The Analysis of Conversational Implicature in an Extensive Listening of BBC Learning English Podcast

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