Pragmatics is the study of contextual meaning – language use that goes beyond literal meaning to take social and cultural factors into account. We rely on pragmatics when we ask our coworkers for the time, tell a joke that someone may not understand, or explain why it is important to show up on time to an event. Pragmatics is a key component of conversational competence, and it is one of the most valuable skills for a student to learn.
Pragmatism is a philosophical school that was established by the American philosophers Charles S. Peirce and William James, as well as the sociologist George Herbert Mead. Peirce and James believed that ideas could only be understood correctly if their practical applications were also considered. This theory of truth is often called pragmaticism or pragmatism.
For example, imagine that a craftman wants to create an intricate design on a piece of wood. He decides to skip using a nail and hammer the wood with his fingers instead because he believes that this will achieve the best result with the least amount of effort. This is a classic example of pragmatics in action!
Unlike semantics, which is the study of vocabulary and syntax, pragmatics looks at the meaning of language in its context, not just what is said or written. In other words, semantics focuses on word and sentence meaning in a strictly literal sense, while pragmatics takes into consideration social, cultural, and situational factors that affect how we interpret language.
When students are learning a new language, it is important to teach them pragmatics in addition to grammar and vocabulary. This is because a great deal of communication is non-verbal, and pragmatics is the study of how to use body language and gestures in order to convey a message more effectively.
Pragmatics can be taught in a variety of ways. It can be included as part of a regular textbook lesson, or it can be taught as an independent course with the goal of teaching students to use the most appropriate form of language for various situations. It can also be taught by using online resources that focus on specific language functions such as apologizing, asking for permission, making requests, and closing a conversation.
For example, the Forum article “Pragmatic Activities for the Speaking Classroom” provides an activity that has students work on pragmatics in a request scenario. The teacher comes up with a set of scenarios, and students choose how they would make a request. They then discuss the reasons why certain responses are more effective than others. This is a useful way to encourage students to think about the use of pragmatics in real life situations, and it can help them learn how to respond appropriately. You can also find a variety of other pragmatics-related activities on the forum, including role-playing with different people and locations. It is important to note that these activities should be carefully adapted for your student’s age and proficiency level.