English Pragmatic Competence Research Articles

Exploring Mechanisms for Enhancing Academic English Pragmatic Competence in Graduate Students in the New Era

Exploring Mechanisms for Enhancing Academic English Pragmatic Competence in Graduate Students in the New Era

A Pragmatic Study on Primary School English Textbooks in Mainland China

English pragmatic competence in primary schools of mainland China has received increasing attention and the related issues have become popular research topics, but most former studies are limited to classroom teaching and particularly few on English textbooks of primary school. This study makes a pragmatic evaluation on the current primary school English textbooks in mainland China by taking a set of popular textbooks as an example. Adopting Cooperative Principle as theoretical frame, it mainly investigates and analyzes the conversational interactions in the textbooks, and the statistics shows that the textbooks generally conform to Grice’s “idealized communication model”, but there still exist many “odd” utterances which violate the maxims of Cooperative Principle, especially the Q-maxim and the M-maxim, while do not produce any conversational implicature in Grice’s sense. It thus concludes the pragmatic features of the textbook as “low naturalness”, “singularity in type” and “weak culturality”. This study is expected to act as a move for further research in this domain and a call on further improving the pragmaticity of primary school English textbooks in mainland China.

English Pragmatic Competence of Col Language Speakers in Using Expressive and Commissive Acts at Lubuklinggau

English Pragmatic Competence of Col Language Speakers in Using Expressive and Commissive Acts at Lubuklinggau

English Pragmatic Competence of Col Language Speakers in Using Directive Act at Lubuklinggau

English Pragmatic Competence of Col Language Speakers in Using Directive Act at Lubuklinggau

IMPROVEMENT OF ENGLISH PRAGMATIC COMPETENCE OF AL-GHOZALI HIGH SCHOOL STUDENTS

The aim of this community service was to improve students’ English pragmatic competence. The problem of the students found in SMA Al-ghozali was that they often misunderstood the implicit meaning of words. Hence, the students needed to be given a training related to learning English pragmatics. This PkM activity involved 31 students of Al-Ghozali High School located at Jalan Permata No. 19 RT. 06 RW 05, Curug, Gudung Sindur, Bogor, West Java. The stages of training in PkM activities consisted of (1) planning, (2) implementation, and (3) evaluation. At the planning stage, three lecturers and five students of Pamulang University involved prepared a learning method and pre-test. At the implementation stage, the students of Pamulang University provided a training by presenting materials and conducting a discussion on a topic of Implicature. The students collaborated to complete the exercises given by the students of UNPAM team. They carried out correction activity accompanied by the students of UNPAM. The students then competed to answer questions by using games in order to create a fun learning atmosphere. At the evaluation stage, the students carried out post-test. The students of UNPAM concluded the lesson and closed the training session at the end of the training. The average scores of the pre-test and post-test increased from 48.1 to 72.9 or 51.5 %. It can be said that the students’ English Pragmatics competency increases.

A Pragmatic Competence Analysis of English Expressive Acts by Col Language Speakers in Lubuklinggau

The research aims to explain the pragmatic competence of Col language speakers who live in Lubuklinggau. The subject of the research is 20 Col language speakers who live in Lubuklinggau and are learning or have learnt English for at least six months. To collect the data, Discourse Tests, Interview and Observation were conducted. The result shows that most of the informants applying the similar strategy in respond to the situation given. In some acts they understand to use the expression appropriately but they failed to understand the more appropriate expression in a formal situation.
 Keywords: Col Language, Discourse Test, English Pragmatic Competence, Expressive Acts

English learning motivation and pragmatic competence: Correlational study of non-English major postgraduate students in java

This research aims to investigate the significant relationship between English learning motivation and pragmatic competence of non-English major postgraduate students and their current pragmatic competence. 350 non-English major postgraduate students from Javanese provinces (West, Central, and East Java) participated in this study. This study was quantitative research in the form of a correlational study by using one adapted questionnaire (Attitude and Motivation Test Battery (AMTB)) for English learning motivation and two kinds of adapted pragmatic competence tests (Multiple-choice Discourse Completion Test (MDCT) and Written Discourse Completion Test (WDCT)). The data were analyzed by using Normality Test, Linearity Test, Bivariate Pearson Product Moment, and Descriptive statistical analysis by IBM SPSS 26. The finding indicated English learning motivation correlated with English pragmatic competence. Although the correlation degree was 0.563 which had a moderate degree of correlation, they have a positive correlation which means the English learning motivation has contributed to the pragmatic competence. The current level of the non-English major postgraduate students’ pragmatic competence in Javanese provinces was categorized as still developing because the students hardly understand responses in the pragmatic competence test, especially in pragmatic awareness.

Integrating pragmatic competence to english language classes

In the pedagogy of language education, the importance of teaching English pragmatic competence has received considerable attention lately. As an attempt to contribute to the literature in this field, this study investigated the importance of teaching pragmatic competence in English as a Foreign Language (EFL) context. It explored the extent to which Uzbek EFL teachers implement pragmatic competence features in their daily classroom practice. It also identified the difficulties they encounter during classroom procedures and practices. In order to achieve the study objectives, a mixed pragmatic competence and other types of competence.

Cultivation of College Students' English Pragmatic Competence under the Framework of China’s Standards of English Language Ability

The cultivation of pragmatic competence is one of the objectives of language teaching, and the implementation of pragmatic teaching is an important way to cultivate students' pragmatic competence. This paper mainly analyzes the cultivation of college students' English pragmatic competence from the perspectives of teaching methods, teaching resources, practical activities and language testing, and puts forward relevant strategies for the cultivation of pragmatic competence in order to achieve the goal of improving college students' pragmatic competence.

Cultivation of Students' Intercultural Communication Competence from the Perspective of Cultural Export

English course has a dual nature of instrumentality and humanism. With the increasing frequency of foreign exchanges, in the process of developing students' English pragmatic competence, more attention should be paid to the culture and thought carried by the language itself. College English teaching should focus on cultivating students' understanding of Chinese culture and lay a solid foundation for improving their intercultural communication literacy and communication competence.

基于《中国英语能力等级量表》的初中生英语语用能力现状调查与分析

基于《中国英语能力等级量表》的初中生英语语用能力现状调查与分析

Paying Attention to Reading Teaching to Improve Pupils' English Pragmatic Competence

Paying Attention to Reading Teaching to Improve Pupils' English Pragmatic Competence

The English Pragmatic Competence of Indonesian English Speakers

The aim of the research were (1) to examine participants’ pragmatics competence toward English formal, neutral and formal request, (2) to find evidence of the participants’ lack of pragmatics competence toward various setting of English pragmatics situations.qualitative and quantitative methods were applied to analyze the result of the findings. English grammar competence test was given to determine the subjects’ grammar competence. The English pragmatic test was given to determine the subject’ competence on English pragmatic.the subjects of the research were grouped into 3 categories; group a, subjects whose English grammar competence are at basic level, group b, subjects whose English grammar competence are at intermediate level and group c, subjects whose English grammar competence are at advance level. Each group consists of 5 individuals, who have no prior information of the test model and the aims of the research. Ielts model test is administered before the pragmatic competence test, to groups the subjects of the research. There are 3 parts of the English pragmatic competence which researcher applied to determine the result of the research, (1) identifying formal, informal and neutral request utterances, (2) expressing willingness and unwillingness with reasons in using the utterances (3) answering appropriately to multiple questions.the result of the research shows different finding from each of the English grammar competence level. The research result unsurprisingly shows low level of pragmatics competence at intermediate and basic level of grammar competence. Different result showed at higher level whereas the relationship between grammar and pragmatic competence is strong.

A STUDY ON ENGLISH GRAMMAR AND PRAGMATICS COMPETENCE OF INDONESIAN SPEAKERS

The aim of the research were (1) to examine and explain the role of English Grammar Competence toward English Pragmatic competence, (2) to find evidence of the conjunction of pragmatic and Grammar competence of Indonesian English Speakers. Qualitative and quantitative methods were applied to analyze the result of the findings. English Grammar competence test (IELTS model test) was given to determine the subjects of the research Grammar competence. The English pragmatic test was given to determine the subject of the research competence on English pragmatic. The subjects of the research were grouped into 3 (three) categories; group A which consist of subjects whose English Grammar competence are at basic level (IELTS score 5 to 6), group B consists of subjects whose English Grammar competence are at intermediate level (IELTS score 6 – 7) and group C consists of subjects whose English Grammar competence are at Advance level (IELTS score above 7). Each group consists of 5 individuals, who have no prior information of the test model and the aims of the research. The English Grammar competence (IELTS model) is administered before the pragmatic competence test, to group the subjects of the research. The grouping can also be fulfilled by subjects’ official IELTS statement of result. There are 3 parts of the English Pragmatic Competence which researcher applied to determine the result of the research, (1) identifying formal, informal and neutral request utterances, (2) Expressing subjects willingness and unwillingness with reasons in using the utterances (3) Answering appropriately to multiple questions. The result of the research shows various result from the three levels examined of the English Grammar competence level. The research result also showed the strong conjunction between Grammar and pragmatic competence at higher level or at the third group where the students with higher competence at grammar has higher score on the pragmatics competence as well. The research result surprisingly shows low level of pragmatics competence at the second or those who has intermediate grammar competence and low levels of pragmatics competence to the first group, those who has basic Grammar competence

A Comparative Study of Gender Differences in Refusal Strategies from English Majors

Based on Geoffrey Leech's politeness principle (1975), Brown and Levinson's face saving and face threatening theory (1987), this paper is a comparative study of the gender differences in the refusal strategies employed by the English majors. The DCT (Discourse Completing Test) from Tanck Sharyl (2004) is modified in this study. The results of this study show that both male and female students of the English majors use the refusal strategies in a speech act. The differences of refusal strategies between male and female lie in the direct refusal and the indirect refusal. Most of the female students tend to use an indirect refusal politeness strategy to save the others’ face in the communication, avoiding the face threatening, while most of the male students seem to use direct refusal. The achievements of this study make some contribution to the relevant study and provide some indications to English teaching and learning in China. It is of some significance to improve the English pragmatic competence of English majors.

A Case Study on the Relationship between Individual Differences and English Pragmatic Competence of Non-English-Major Chinese Postgraduates

In the field of pragmatics, a lot of research has been done concerning the pragmatic failures committed by college students. Little research is oriented to the non-English-major postgraduates (NEMP). For that reason, this paper attempts to study the pragmatic competence of NEMP, especially the relationship between pragmatic competence and their individual differences, such as gender differences and differences among different majors, age and working experience. A questionnaire was administrated to 115 non-English-major postgraduates in East China University of Technology (ECUT) in China. The questionnaire consists of an English pragmatic competence test with 25 multiple choices, which was selectively taken from He Ziran’s study (1988). By using both quantitative and qualitative analysis, the study offers the following findings: the general level of NEMP’s pragmatic competence is quite low at present, but with their developing cultural awareness, they do a better job in sociopragmatic competence than that in pragmalinguistic competence; there are significant differences between different genders and their pragmatic competence, with the females’ pragmatic competence higher than males’, while the differences among majors, age and working experience are not so significant in the participants’ English pragmatic competence. The paper also offers some suggestions for postgraduates’ English teaching: using different teaching methods should be considered; Input of English pragmatic knowledge in proper contexts and making best use of Internet should be increased as well; the postgraduates’ individual differences should also be treated appropriately in English teaching.

THE STUDENTS’ ENGLISH PRAGMATIC COMPETENCE IN UNDERSTANDING CROSSCULTURAL COMMUNICATION: A STUDY AT XI GRADE STUDENT OF SMK NEGERI 1 BATULAYAR

This paper investigates the students’ English pragmatic competence in understanding crossculturalcommunication. There were eighteen communicative situations designed in threedifferent speech acts namely; handling complaint, request and refusal. The situationspresented were very similar to the authentic situation that students found during the joborientation for six months in tourism industry. Three instruments were used in collecting thedata; questionnaires, discourse completion tests (DCTs) and interview. The multiple choicequestionnaire was used to investigate the students’ pragmatic understanding in three deferentspeech acts. Meanwhile DCTs was used to investigate the students’ pragmatic knowledge ingiving response to the given situations related to three different speech acts. Interviewquestion was used to clarify the missing information and to strengthen the reason why suchresponses were given in questionnaire and in DCTs. The sample of this study was 92 XIGrade students from Hotel Accommodation Program (AP) at SMK Negeri 1 Batulayar. Theresult show that the students ability in understanding pragmatic is considered very low, theyonly can understand the utterance from the literal meaning of words and phrases, but theimplied meaning of some particular utterances were uneasy to deal with. It is seen from thereported data that the average of the students’ responses in understanding pragmatics of thethree different speech acts is only 12.7%. The second three different speech acts in discoursecompletion test (DCTs) was also about giving response to the complaint, request and refusal.DCTs were used to investigate the students’ ability in using their pragmatic knowledge toresponse the nine situational communicative designed. The finding show that the students’ability in giving the written response were vary and less impressive. The written responsesin three different speech acts prompt were potentially led to a pragmatic inability inmaintaining the smooth conversation in various situations.

Study on Necessity to Cultivate English Pragmatic Competence of Non-English Majors

English pragmatic competence is one of the major components of English communicative competence, but it has not aroused enough attention in college English teaching. From a survey on the status quo of English pragmatic competence among non-English undergraduate majors, this article explored and discussed necessity and feasibility to cultivate English pragmatic competence of students in college English teaching.