Pragmatic Use Of Language Research Articles

Improving Grade Nine Students’ English Language Speaking Skill of Polite Requests: Misrak Chora Secondary School

Most commonly it is agreed that politeness is reflected in the pragmatic use of language. Although the politeness phenomenon is universal, with many expressional similarities, each language possesses norms and ways of expressing politeness within a given cultural context. Politeness has connection with everyday life such as with greeting, inviting, helping, apologizing, opinions, advice, questioning and suggesting information etc. English speaker tourists most frequently visit and resident in Hawassa City-Ethiopia and have cultural and communication exposure. However, many Ethiopian students are observed incompetent in this regard. Thus, the current study was intended to improve EFL learners’ polite requesting skills in some selected situations both in classroom contexts and outside contexts. For this purpose, the pre-experimental research design was employed to the study, and twenty students (10 females and 10 males) were randomly selected by lottery system from the 9<sup>th</sup> B classroom. This makes 22.2% of the population in the class. Six politeness genres were selected from the students’ English textbook for explicit lesson intervention. Based on Written Discourse Completion Test (WDCT) instrument prepared from these contents, both pretest and posttest conditions were administered to the selected students. Also cooperative learning strategies such as role play, pair work, group discussion, extemporaneous speeches on situations, cooperative jigsaw, interactive discourse, timed interview, Think-Pair-Share (TPS) were utilized during the lesson sessions. Then, frequencies, means, standard deviations, variances and percentages were used to obtain the main findings. On pretest, students have scored the overall 27.16% (mean, 8.15) regarding all polite request situations. However, it was found that the posttest scores showed great difference about 78.3% (mean, 23.5) in all situations. The study has also sought which request contexts grade nine students improve best as a result of the explicit instruction. Although students have improved performance in all tested situations, they had showed very significant change on request for apology followed by for help. In apology situation the students have achieved 90% and the least in preference scenario which is 65%. Thus, it is recommended that learners have to be explicitly taught in context of these language genres to develop learners' communicative abilities in the area. Teachers should devote time to instruct on this language content [polite request] as it is everyday encounter in one's life. Syllabus designers also should allot much time and tasks on the area so that school teachers give attention to areas.

‘My dearest Clara … my dear friend’ – Personal Names and direct address in Mary Hamilton’s private correspondence

Abstract In the eighteenth century, a period dominated by linguistic correctness, propriety and etiquette, appropriate forms of address are a customary feature in correspondence and a key means by which individuals are able to construct their social identity in light of their relationships with others. In this context, and framed within the fields of historical sociolinguistics and historical sociopragmatics, this paper explores the role of direct address as a socially-governed linguistic practice and as an index of politeness, and the focus lies in intra-speaker variation in the use of personal names and honorifics in the opening, body and subscription parts of the letter. The study is based on a set of 170 private letters written by Mary Hamilton (1756–1816), courtier, diarist and a member of the Bluestocking circle, and the analysis considers notions traditionally connected with pragmatic language use such as distance, power and politeness, bearing in mind other content-dependent factors as well. Overall, the research presented here aims to contribute to a growing body of literature which understands ego-documents as providing a window onto language and society.

L2 Pragmatic Competence in Chinese EFL Routines. Yuqi Wang (2023) Singapore, Springer, 144 pages, ISBN 978-981-19-6351-3

Pragmatic routines have long been considered essential tools for second/foreign language (L2) learners’ pragmatic competence and language use (Taguchi & Roever, 2017). However, the current literature is largely confined to the recognition, comprehension, and production of formulaic routines without considering the role of task modality in learners’ cognitive processing of such chunks (Roever, 2012). To fill this gap, in this monograph entitled “L2 Pragmatic Competence in Chinese EFL Routines”, Wang takes a cross-sectional approach to study L2 pragmatic routines of Chinese learners in light of pragmatic multimodality and the socio-cognitive perspective. In doing so, the author scrutinizes the mediating role of proficiency and study abroad experience in different aspects of pragmatic routines’ competence. This resource expands the scope of research on L2 pragmatic routines by integrating multidimensional pragmatic modalities into the study of routines as core constructs of pragmatic competence. It helps English as a foreign language (EFL) learners, teachers, researchers, and teacher trainers to actively focus on the promotion of L2 pragmatic routines. Moreover, this monograph presents some theories and practices that EFL educators may draw on to increase learners’ reception and production of routines in EFL contexts.

PERSON DEIXIS USED IN THE PURSUIT OF HAPPYNESS MOVIE

Deixis plays a crucial role in language by pointing or referring to specific people, places, or times. The study specifically focuses on personal deixis, which is essential for effective communication in daily conversations, as it helps avoiding misunderstandings regarding references made by the speaker. The objective of this study is to analyze the types of deixis present in the movie The Pursuit of Happyness. This research uses a descriptive qualitative analysis method. The data collected for analysis follow thematic analysis which is a qualitative data analysis that focuses on identifying, analyzing, and interpreting data. The findings of this research reveal numerous instances of deixis in the movie. Among the 898 instances of personal deixis identified, singular first-person deixis accounts for 180 occurrences, plural first-person deixis 107 instances, singular second-person deixis 375, singular third-person deixis 195, and plural third-person deixis 33. This study contributes to the understanding of deixis in movie discourse and provides insights into the pragmatic use of language in the movie. It enhances our knowledge of how deixis functions within a specific cinematic context and highlights the significance of personal deixis in shaping effective communication. The findings can be valuable for linguistic analysis, film studies, and contribute to the broader understanding of deixis in various forms of media.

By Miranda, Mary Hamilton, Mrs Dickenson … Self-reference in Late Modern English private correspondence

This paper is set in the late Georgian period, when letter writing became a widespread social practice and letter-writing manuals established norms of propriety and elegance of style for addressing persons of all ranks. More specifically, it turns its attention to author-oriented address with a focus on the use of personal names in self-reference expressions, as these address the recipient of the letter at the same time as they describe the status of the writer. The aim is to explore their role as a means of socially-governed linguistic practice and as an index of politeness on the positive-negative continuum, as proposed for Early Modern English correspondence.
 The study is based on a set of private letters written by Mary Hamilton (1776–1814), a well-connected figure in royal, aristocratic and literary circles. The analysis traces intra-speaker variation in the use of self-reference in the main text and in the signature, and explores sociolinguistic factors (gender) as well as notions traditionally connected with pragmatic language use (distance, relative power). The research presented here will thus contribute to the growing body of literature that considers ego-documents as representations of the self, of particular interest in the fields of historical sociolinguistics and historical sociopragmatics.

An Exploratory Study of Pragmatic Language Use Across Contexts With the Pragmatic Rating Scale-School Age Among Autistic Boys and Boys With Fragile X Syndrome Plus Autism.

Autistic boys and boys with co-occurring fragile X syndrome and autism spectrum disorder (FXS + ASD) demonstrate similar pragmatic language difficulties. The Pragmatic Rating Scale-School Age (PRS-SA) captures ecologically valid metrics of pragmatic language impairments in these populations. It is traditionally scored based on the Autism Diagnostic Observation Schedule (ADOS), which may limit the use of the PRS-SA more broadly in research and clinical contexts. This study evaluated the feasibility of the PRS-SA based on a shorter, semistructured conversational context compared to the ADOS in school-age autistic boys (n = 16) and boys with FXS + ASD (n = 16), matched on ASD traits. Differences across ADOS and conversational contexts and associations with ASD-related social difficulties were evaluated. Findings revealed differences in PRS-SA scores between ADOS and conversational contexts, but only for the FXS + ASD group. Limited associations were observed between PRS-SA scores and ASD traits. Results from this study indicate the feasibility of using the PRS-SA in a shorter conversational context than the ADOS to assess pragmatic language among autistic boys. For boys with FXS + ASD, contextual differences warrant careful consideration in future work.

The Role of Modern Linguistics in the Learning of Arabic Language Skills

Modern linguistics plays an important role in learning Arabic language skills. So this study aims to describe the role of modern linguistics in learning Arabic language skills. This study uses a qualitative approach with descriptive methods with the type of library research. The results of this study indicate that modern linguistics has an important role in learning Arabic language skills, namely in phonological analysis, understanding, analyzing, and applying phonological principles in studying sound systems in Arabic; analysis of morphology and word formation, to understand morphological structures, word formation rules, morpheme meanings, morphological variations, and morphological patterns in Arabic; analysis of syntax and sentence structure, to analyze syntax and sentence structure in more depth; analysis of semantics and word meanings, to understand word meanings and semantic structures in language; and pragmatic analysis and use of language to understand how language is used in social and communicative interactions. So it can be concluded that modern linguistics plays an important role in phonological analysis, morphological analysis and word formation, analysis of syntax and sentence structure, analysis of semantics and word meanings, and pragmatic analysis and use of language.

Task Design Features and Pragmatics Learning: A Systematic Review of Recent Research

The learning effects of task-based interaction is an emerging topic in the field of instructed pragmatics for ESL learners. Specifically, researchers are exploring the impact of different task features on pragmatics learning. This article reports a review of the extant research. First, the review aimed to identify specific task design and implementation characteristics that appeared to enhance learners’ use of pragmatic features during task performance. Inter alia, the review indicated greater benefits from tasks which learners completed collaboratively versus individually and tasks which presented learners with relatively complex versus relatively simple cognitive demands. Secondly, the review aimed to assess evidence of learning across this body of research. The review could not establish whether the enhanced pragmatic language use observed during task performance equated with long-term learning as very few studies included delayed post-tests, an obvious lacuna in the body of research to date.

Evaluation devices in the narratives of deaf/hard of hearing and hearing Arabic-speaking adolescents.

Pragmatic language use in general and the use of evaluation devices (EDs) are very important components in everyday communication and expressing thoughts and feelings in narrative production. However, very little is known about the use of evaluative devices in the narratives of Arabic-speaking adolescents, especially those who are deaf and hard of hearing (DHH). The present study investigated the use of EDs in personal oral narratives elicited from 124 hearing and DHH Arabic-speaking adolescents. Each participant was asked to tell a personal story about a time he or she was in a dangerous situation. Narratives were transcribed and coded for nine different types of evaluation. A three-way interaction of group (hearing/DHH) by gender (Female/Male) by evaluation type emerged such that female hearing adolescents' narratives contained significantly more frames of mind than the narratives of DHH females and hearing males and more hedges than DHH females. In addition, hearing males' narratives contained more hedges than those of DHH males and more negative comments than the narratives of both hearing females and DHH males. The present research identifies factors that facilitate narrative abilities by DHH. Discussion centres on explanations for group and gender differences in terms of exposure and language socialization. What is already known on this subject Although narratives have been researched extensively in comparisons of hearing and deaf and hard of hearing (DHH) children, only a few studies have examined pragmatic language use in general and evaluation devices in particular. These studies show that the narratives of DHH children and adolescents contain fewer figurative expressions, frames of mind and hedges and that children who are DHH have difficulty comprehending and producing metaphors. Very little is known about the use of evaluative devices in the narratives of Arabic-speaking adolescents, especially those who are DHH. What this study adds The present study found that hearing participants produced significantly more evaluation devices (Eds) than their DHH peers, and female participants produced significantly more EDs than their male peers. Moreover, hearing females' narratives contained more frames of mind and more hedges than did the narratives of DHH females; also, hearing females' narratives contained more frames of mind than those of hearing males. In addition, hearing males' narratives contained more hedges than those of DHH males. Finally, hearing males' narratives had more negative comments than both the narratives of hearing females and those of DHH males. Clinical implications The one evaluation device produced in large numbers (hedges) by adolescents who are DHH was expressed in only one of two ways. One important clinical implication of this finding is that pragmatic language in general and use of EDs in particular should be part of any speech and language evaluation. Another takeaway is that intervention should attempt to provide rich exposure to social communicative language, providing many ways to convey each function, enabling adolescents to communicate in different contexts.

An Illocutionary Act in World Health Organization Instagram Caption

This research examines the functions of illocutionary acts in the World Health Organization's (WHO) Instagram captions about COVID-19. Using a descriptive qualitative method, the study analyzes the captions to understand their purpose. Instagram is a popular platform where people share ideas and moments. Pragmatics, which looks at language meaning in context, is important for understanding the illocutionary acts in Instagram captions. During the COVID-19 pandemic, Instagram has been used to discuss and raise awareness about the virus. Users share slogans, updates on cases, live broadcasts from hospitals, and captions addressing pandemic issues. The research identifies illocutionary acts in WHO's Instagram captions, such as providing information, issuing warnings, giving advice, expressing solidarity, and promoting health protocols. These acts effectively convey messages and influence behavior. The study contributes to linguistics by providing insights into illocutionary acts in Instagram captions. It also helps writers and readers interpret captions better. Teachers can use the findings to teach pragmatic language use. In conclusion, the research enhances understanding of illocutionary acts in WHO's COVID-19 Instagram captions. It emphasizes the importance of context in interpreting captions and benefits linguistic research, writers, readers, and teachers. Keywords: Caption, Illocutionary, Instagram, WHO

Strategic lexicalization in courtroom discourse: A corpus-assisted critical discourse analysis

This paper adopts a corpus-assisted critical discourse analysis approach to explore the pragmatics of lexical categories in courtroom discourse. More specifically, this paper probes the extent to which courtroom interlocutors employ particular lexemes to achieve specific pragmatic purposes, which, in turn, contributes to understanding the way language operates effectively within legal settings. The data used is taken from the testimony of former American President William Clinton during his impeachment trial for the ‘Monica Lewinsky Affair’. The analytical focus is on 17 lexemes representing four lexical categories, namely nouns, verbs, adjectives, and adverbs, by highlighting their frequency distribution in the testimony and revealing their significance as conduits for particular pragmatic meanings. Two main findings are revealed in this paper: first, within particular contexts, lexical categories are not only content knowledge units but also pragmatic meaning carriers whose functions go beyond their most commonly-used semantic sense. These pragmatic functions include information confirmation, verification, elicitation, dissociation, uncertainty, and clarification. Second, applying a corpus-assisted critical discourse analysis approach to the study of courtroom discourse contributes to contextualizing the linguistic analysis of the use of language in courtrooms and offers a more functionally based discussion of the pragmatic use of language in legal settings.

Intersectionality of Race and Question-Asking in Women After Right Hemisphere Brain Damage.

Atypical pragmatic language can impede quality health care access. Right hemisphere brain damage (RHD) results in changes in pragmatic language use; however, little is known about whether there are racial/ethnic influences. Recent research indicated differences in question-asking when RHD survivors were compared with healthy controls, prompting the current examination of question production in women by race/ethnicity and the presence of RHD. Participants were eight Black and eight White women who sustained a single right hemisphere stroke at least 6 months prior to data collection (2016-2020), and eight Black and eight White control participants from the Right Hemisphere Damage Bank (https://rhd.talkbank.org). Videos of informal, first-encounter conversational discourse tasks were transcribed and coded. Analyses were conducted for frequency of questions and question type. Race/ethnicity had a statistically significant effect on the total number of questions and number of content and polar questions. The mean total of questions, number of content questions, and mean number of polar questions for Black participants was significantly less than White participants. There was less variability in question type for Black participants than White participants, and a tendency for Black participants to ask fewer questions regardless of RHD or control status. Acquisition of health information and ensuing health care might be less fruitful for Black women communicating with someone who may not know to conduct comprehension checks and be proactive in provision of information. To be culturally responsive to Black patients with communication disorders, providers might apply this awareness of reduced question-asking to their strategies to improve patient-provider communication. https://doi.org/10.23641/asha.21809475.

HunEmBERT: A Fine-Tuned BERT-Model for Classifying Sentiment and Emotion in Political Communication

The growing number of digitally accessible text corpora and the accelerating development of NLP tools and methods (particularly the emergence of powerful large-scale language models) have allowed their widespread use in various classification tasks, including the vast field of sentiment analysis. However, these models must often be fine-tuned to perform this task efficiently. Therefore, we aimed to create a transformer-based fine-tuned model for the emotion and sentiment analysis of Hungarian political texts. The training data for the model were the manually annotated parliamentary speech texts from 2014 to 2018, which have the advantage of being rich in various emotions. The compiled corpus can be freely used for research purposes. In our work, we describe in detail the process of fine-tuning the Hungarian BERT model for sentiment and emotion classification, the performance achieved, and the typical classification errors, mainly due to a lack of recognition of pragmatic and other language use features by the fine-tuned models.

Late phonological development in Williams syndrome.

Williams syndrome is a neurodevelopmental genetic disorder characterized by a unique phenotype, including mild to moderate intellectual disability and an uneven neuropsychological profile of relative strengths and weaknesses. Language structure components (i.e., phonology, morphosyntax, and vocabulary) have been considered an area of specific ability compared to pragmatic language use. However, research on phonological development in Williams syndrome is very scarce, and it suggests atypical patterns. Therefore, the aim of the present study was to explore the profiles of late phonological development in Spanish-speaking children, adolescents, and adults with Williams syndrome, based on the analysis of five classes of processes (Syllable Structure, Substitution, Omission, Assimilation, and Addition) in spontaneous speech. The phonological profiles of seven children (aged 3-8 years), and seven adolescents and young adults (aged 14-25 years) with Williams syndrome were compared with two normative groups of typically developing (TD) children at different stages of late phonological development (aged 3 and 5 years). The frequency of phonological processes in the group of children with Williams syndrome was similar to that of 3-year-old TD children, which suggests that they would be in the first stage of late phonological development (expansion stage). The group of older individuals with Williams syndrome showed a much lower frequency of processes, similar to that of 5-year-old TD children in the last stage of phonological development (resolution stage). However, their phonological processes appeared to be persistent and independent of chronological age. Furthermore, asynchronies in quantitative and qualitative profiles (relative frequency) indicated atypical and complex trajectories in late phonological development, which cannot be described as simply delayed or protracted. Remarkable individual differences were observed, especially in the group of adolescents and adults with Williams syndrome, although the majority of cases conformed to the modal profiles of their groups. A major tendency for Omission, including final consonant deletion, may be considered atypical and specific to Williams syndrome at all ages. The results of the present study raise the need for continued and appropriate phonological assessment and treatment for people with Williams syndrome across the lifespan.

The politics of literal translation in Soviet Ukraine

Abstract Nikolai Gogol (Ukrainian: Mykola Hoholʹ) is a notable example of a nineteenth-century Russian author of Ukrainian origin, whose works in Ukrainian translation have always been and now remain ideologically fraught. This article discusses the dynamics of translation – from creative stylization to awkward literalism – during the period from the late 1920s to the early 1950s. Later Ukrainian editions of Gogol’s works in the Ukrainian SSR were not substantially different from those published in the mid-1950s, which indicates that by that time the Soviet model of Ukrainian literary language had been firmly established. It tended to increasingly merge with Russian, taking the Russian-language writings of Gogol as a model. The study reveals a tension between Ukrainian national idealism and the Soviet regime’s pragmatic use of language as a means of political propaganda. The discussion further challenges Russian-to-Ukrainian literalism as a strategy for manufacturing linguistic similarities and “naturalizing” Russian as the mother tongue.

The effects of task complexity on L2 English rapport-building language use and its relationship with paired speaking test task performance

Abstract Although task complexity effects on L2 oral production have been widely studied in teaching contexts, their application to task-based language assessment and pragmatic language use remains underexplored. Since pragmatic competence is part of effective communication and interactional abilities and is context-dependent, an investigation of the relationships among task complexity, pragmatic language use, and paired speaking test performance is needed. This study examined the effect of the resource-directing and resource-dispersing dimensions (the number of elements, causal reasoning demand, and planning time) of Robinson’s task complexity construct on fifty-two intermediate-level English as a Second Language (ESL) learners’ rapport-building language use during two decision-making tasks as the achievement test in an EAP program, and the relationships between rapport language use and three dimensions of paired speaking test performance: collaboration, task completion, and style. The results showed that frequency and variety of rapport-building language use did not significantly differ between the two tasks. However, the study found that only in the simple task did different types of rapport-building language have statistically significant positive or negative relationships with different dimensions of paired speaking test scores. Specifically, greeting language use had a strong or close to strong positive relationship with collaboration and style scores, whereas agreeing language had a strong negative relationship with collaboration scores. Additionally, thanking language had a strong negative association with task completion scores. The findings further suggest that task complexity effects learners’ production of rapport-building language in terms of alignment with their peer interlocutors and formality of style, and also impacts raters’ perceptions of paired speaking task performance. The findings highlight the importance of task effects, paired oral assessment rubrics development, and rapport-building language instruction.

Influence of Resources used in Teaching English Speech Functional Writing Skills Among Secondary School Learners in West Pokot County

Functional writing is a pragmatic use of language for social and personal expression. It recorded the lowest mean score in the Kenya certificate of secondary education (K.C.S.E) examination for period 2011 to 2019 as revealed by KNEC examination reports with a mean grade below C+. The purpose of the study was to establish Influence of Resources used in teaching English Speech Functional Writing Skills among Secondary School Learners in West Pokot County. The objective of the study was to: establish the Influence of Resources used in teaching English Functional Writing among secondary school learners. The study used descriptive survey and correlation study designs. The study population consisted of 2580 Form 4 students and 34 teachers of English subject from 34 schools. The study used saturated sampling technique to select 31 teachers while Krejcie and Morgan table was used to determine sample size of 334 students who were then randomly sampled. Data collection was done through questionnaire and learners’ achievement test. Pilot study comprised of 3 teachers of English and 250 students from 3 secondary schools to establish the reliability of instruments through test – retest reliability method. Supervisors from the Department of Educational Communication Technology, and Curriculum Studies of Maseno University ascertained content validity of instruments. Descriptive statistics were used to analyze quantitative data. Findings revealed that the average student performance in speech writing was below average 46 (sd: 21.7). The median student mark was 50 (ranging 25-60). The study concluded that teachers vary their preference in terms of resources use. The study recommended that teachers use appropriate resources to meet need of the learners’ functional writing skills. Keywords: Resources,Teaching, Functional Writing DOI: 10.7176/JEP/13-27-05 Publication date: September 30 th 2022

Nogami, Yoko: Identity and pragmatic language use: A study on Japanese ELF users (Developments in English as a Lingua Franca [DELF] 11)

Article Nogami, Yoko: Identity and pragmatic language use: A study on Japanese ELF users (Developments in English as a Lingua Franca [DELF] 11) was published on March 1, 2022 in the journal Journal of English as a Lingua Franca (volume 11, issue 1).

Predicting Quality of Life and Behavior and Emotion from Functional Auditory and Pragmatic Language Abilities in 9-Year-Old Deaf and Hard-of-Hearing Children.

Children who are deaf or hard of hearing (DHH) are likely to exhibit difficulties in development of psychosocial skills, pragmatic language skills, and use of hearing for social communication in real-world environments. Some evidence suggests that pragmatic language use affects peer-relationships and school engagement in these children. However, no studies have investigated the influence of functional auditory performance and use of language and speech in real-world environments on children’s behavior and emotion, and on their health-related quality of life. This study explored the relationship in DHH children at 9 years of age. Data from 144 participants of the Longitudinal Outcomes of Children with Hearing Impairment study were analyzed. Parent reports were obtained on quality of life, behavior and emotion, pragmatic language skills, and auditory functional performance of children in real life. Children’s spoken language abilities and speech intelligibility were assessed by research speech pathologists. On average, performance of children in all domains was within the range of typically developing peers. There were significant associations among functional auditory performance, use of speech and language skills, psychosocial skills, and quality of life. Multiple linear regression analyses revealed that better auditory functional performance and pragmatic language skills, rather than structural language abilities, were associated with better psychosocial abilities and quality of life. The novel findings highlight the importance of targeted intervention for improving functional hearing skills and social communication abilities in DHH children, and emphasize the importance of collaborative approaches among medical, audiology, allied health, and educational professionals to identify those at risk so that timely referral and intervention can be implemented for improving psychosocial health and well-being in DHH children.

The association between pragmatic language impairment, social cognition and emotion regulation skills in adolescents with ADHD

Objective Attention Deficit and Hyperactivity Disorder (ADHD) is associated with significant pragmatic language impairment and theory of mind deficits, but there are only a handful of studies have investigated the relationship between them in these conditions. This study aimed that investigate two different aspects of Theory of Mind (ToM) (ToM decoding and reasoning), pragmatic language impairment, and emotion regulation in patients with ADHD. Method Seventy adolescents with ADHD were compared to matched 64 healthy controls. We administered Social Responsiveness Scale-2 (SRS-2), Difficulties in Emotion Regulation Scale (DERS), Kiddie-SADS, Conners Parent Rating Scale, Children’s Communication Checklist-2 (CCC-2), Faux Pas, Comprehension Test, and Reading Mind in the Eyes Test (RMET) to all study participants. Results The CCC-2 scores were found to be statistically significantly higher in the ADHD group than in healthy controls. ADHD group had lower performance in the Faces Test and RMET compared to healthy controls, which did not survive from false discovery rate correction. We also found that CCC-2 performance and Conners scores were significant predictors of social responsiveness. Conclusion Our results point to widespread impairment in pragmatic language use and communication from many perspectives. These results might be important to understand the difficulties in social functioning and interpersonal relationship in adolescents with ADHD. Key points ADHD is associated with significant impairment in pragmatic language use and social cognitive functions. ToM-Decoding (RMET) is impaired much more than ToM-Reasoning (Faux Pas) in ADHD. Pragmatic language skills and severity of ADHD may be significant predictors of social responsiveness. Emotion regulation problems may affect communication and pragmatic language use.