This term paper will provide an overview of the field of pragmatics and its relation to second language acquisition (SLA). According to second language researchers, second language pragmatics has been neglected but is slowly turning into a growing area in the field of SLA. The study of pragmatics is now seen as a substantial contribution to language acquisition and therefore, fostering the pragmatic competence of learners has become an important factor in the second language classroom. Its increased importance is due to the perception that pragmatic competence is necessary for the purpose of not only understanding the target language, but also of being understood in the target language, which shows its beneficial impact on communication and consequently on SLA.
The structure of this term paper is as follows: the first part will consist of the definition of the terms ‘Pragmatics’ and ‘Second Language Acquisition’ and will illustrate each concept in order to demonstrate what exactly will be dealt with in this term paper. Afterwards, pragmatics will be viewed in relation to Second Language Acquisition to point out its importance for communicating successfully. Furthermore, the question whether pragmatic competence can be taught will be discussed. The fourth chapter will then deal with Krashen’s input hypothesis, Long’s interaction hypothesis and Swain’s output hypothesis, each of which will be analysed in a pragmatic context as approaches that foster pragmatic knowledge. The subsequent chapter will on the other hand present Chomsky’s universal grammar approach as an approach that makes it hard to practice pragmatic knowledge. The conclusion will summarize the findings and examine the advantages of pragmatics to point out its impact on communication as well as its role in second language acquisition.
Table of Contents
1. Introduction
2. Definition of Terms
2.1. Pragmatics
2.2. Second Language Acquisition
3. Pragmatics in Second Language Acquisition
3.1. What makes us pragmatically competent?
3.2. Pragmatic knowledge and its impact on communication
3.3. Can pragmatic competence be taught?
4. Input, Interaction and Output in Second Language Acquisition
4.1. Krashen’s Input Hypothesis
4.2. Long’s Interaction Hypothesis
4.3. Swain’s Output Hypothesis
4.4. Input, Interaction and Output in relation to pragmatics
5. Chomsky’s Universal Grammar approach in Second Language Acquisition
5.1. Chomsky’s Universal Grammar approach
5.2. The Universal Grammar approach in relation to pragmatics
6. Conclusion
Objectives and Core Topics
This academic paper examines the significance of pragmatics within the context of Second Language Acquisition (SLA), arguing that pragmatic competence is essential for successful communication. It explores how communicative competence encompasses the ability to use language appropriately in social and cultural contexts, moving beyond mere formal grammatical rules.
- The role and definition of pragmatics in language learning.
- Distinction between pragmalinguistics and sociopragmatics.
- The impact of pragmatic knowledge on daily communication and the consequences of pragmatic failure.
- The integration of input, interaction, and output hypotheses in teaching pragmatics.
- A critical evaluation of Chomsky’s Universal Grammar in relation to communicative language use.
Excerpt from the Book
3.1. What makes us pragmatically competent?
The study of pragmatics and its subfields pragmalinguistics and sociopragmatics have been defined in Chapter 2 and bearing these definitions in mind, being a pragmatically competent individual would require pragmalinguistic and sociopragmatic knowledge (cf. Kasper & Rose, 2001, p. 2). Pragmalinguistic knowledge is defined as “the knowledge and ability to use linguistic resources to achieve a specific purpose” (Gomez-Laich, 2016, p. 250). With reference to that description, pragmalinguistic knowledge implies that the L2 learner needs to acquire the rules and norms of the TL and is able to use these to create meaning and adapt them to various different acts of communication. Sociopragmatic knowledge on the other hand, is defined as the “knowledge of language use appropriate to social situations” (ibid.). Regarding this definition, sociopragmatic knowledge involves cultural and social awareness of the L2 learner towards the TL and its speakers so that the learner knows how to appropriately act with native speakers (NSs) of the TL as well as non-native speakers (NNSs) speaking the TL. To summarize, the characteristics of a pragmatically competent individual include the knowledge of rules and principles of the TL and the ability to use and adjust them when necessary, as well as cultural and social awareness of the TL and its speakers which should evolve into the potential to act and communicate in a culturally appropriate manner. Or, as Taguchi (2012) states, “to be pragmatically competent users of the target language, learners need to acquire both of these knowledge bases and the ability to efficiently control each of them in spontaneous communication” (as cited in Gomez-Laich, 2016, p. 250).
Summary of Chapters
1. Introduction: Presents the scope of the paper, emphasizing the growing importance of pragmatics in SLA and outlining the structure of the subsequent investigation.
2. Definition of Terms: Defines the core concepts of 'Pragmatics' and 'Second Language Acquisition', providing a theoretical foundation for the analysis.
3. Pragmatics in Second Language Acquisition: Explores the nature of pragmatic competence, its necessity for successful communication, and discusses the shift from linguistic to communicative competence.
4. Input, Interaction and Output in Second Language Acquisition: Examines how Krashen’s, Long’s, and Swain’s hypotheses facilitate the acquisition of pragmatics in a classroom setting.
5. Chomsky’s Universal Grammar approach in Second Language Acquisition: Critically reviews the Universal Grammar model, arguing that its focus on formal structure leaves insufficient space for communicative and pragmatic aspects of language.
6. Conclusion: Summarizes the findings, reiterating that pragmatic awareness is indispensable for learners to achieve proficiency and confidence in a target language.
Keywords
Pragmatics, Second Language Acquisition, Communicative Competence, Pragmalinguistics, Sociopragmatics, Input Hypothesis, Interaction Hypothesis, Output Hypothesis, Universal Grammar, Pragmatic Failure, Language Teaching, Linguistic Competence, Target Language, Cultural Awareness, Spontaneous Communication.
Frequently Asked Questions
What is the primary focus of this paper?
The paper explores the role and integration of pragmatics within Second Language Acquisition, highlighting its importance for effective communication beyond formal grammar.
What are the central thematic fields?
The core themes include pragmatic competence, the distinction between sociopragmatics and pragmalinguistics, teaching theories of input/output, and the limitations of formal grammar-based models.
What is the main research question?
The work investigates why pragmatic competence is vital for SLA and discusses whether this competence can be effectively taught or fostered within a classroom environment.
What scientific methods are applied?
The research is a conceptual term paper that applies an analytical literature review, evaluating various linguistic theories and pedagogical hypotheses in the context of pragmatics.
What does the main body cover?
It provides definitions, evaluates the impact of pragmatic failure, analyzes pedagogical approaches (Krashen, Long, Swain) and discusses the limitations of Chomsky’s Universal Grammar in practical communication.
Which keywords best characterize this work?
The work is defined by terms such as Pragmatics, Second Language Acquisition, Communicative Competence, and the interaction of pedagogical theories influencing pragmatic knowledge.
How does the author define pragmatic failure?
Pragmatic failure is described as the inability to understand or use language appropriately in a social context, often leading to misunderstandings or being perceived as rude.
Why is Chomsky’s approach considered prejudicial to pragmatics?
The author argues that Chomsky’s focus on the formal mental structure of language neglects essential social and psychological dimensions, thus failing to account for language as a communicative tool.
- Citar trabajo
- Anonym (Autor), 2019, The role of Pragmatics in Second Language Acquisition, Múnich, GRIN Verlag, https://www.grin.com/document/1400811
