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DISCOURSE ANALYSIS
FROM PRAGMATIC APPROACH
Lecturer : Dr. Huynh Anh Tuan
Presenters : Pham Thi Thuy Chinh
Nguyen Thi Thanh Hang
Le Thi Khanh Linh
Duong Thanh Hao
1.
• Pragmatic approach to DA
2.
• Analysis of Episode 9 of
Extr@ English series
3.
• Implications for teaching
EFL
OUTLINE
PRAGMATIC APPROACH
1. Theory of pragmatic approach
I. The definition of pragmatics
II. The main focuses of pragmatics
III.The role of pragmatics in
discourse analysis
The little girl often lift up her dress to display her
new underwear
Dad: We don’t DO that.
Daughter: I KNOW, Daddy. You don’t WEAR
dresses
The definition of pragmatics
• Pragmatics is a branch of linguistics which
studies how utterances have meaning in
contexts.
(Leech, 1983)
• Pragmatics is the study of language from the
point of view of users, especially of the choices
they make, the constraints they encounter in
using language in social interaction and the
effects their use of language has on other
participants in the act of communication.
(Crystal, 1987)
• Pragmatics is the study of how more gets
commnicated than is said
“John broke the window”
= Utterance 1: JOHN broke ....
=> Message 1: “You and I are taking it
for granted that someone broke the
window. I’m telling you that John
did.”
= Utterance 2: John BROKE ...
=> Message 2: “You and I are taking it
for granted that did something to the
window. I’m telling you what John did
SPEAKERS’ ENTAILMENT
= SENTENCE STRESS
Entailment
• It is defined as what logically follows from what is
asserted in the utterance.
• Entailments are communicated without being said
and are not dependent on the speaker’s intention.
• The stress of the utterance express the entaillment
– the message that speakers intend to focus on.
• “You’ll want DomeBeGone, my revolutionary
cure for baldness”.
Presupposition: There is a cure for baldness.
Presupposition: The cure is revolutionary
Presupposition: I have this cure
Presupposition
• The information that a speaker assumes to be already known.
(The Cambridge Encyclopaedia of Language, 1987)
• Implicit meanings conveyed by the speaker through the use of
particular words.
• The presupposition of a statement will remain true even when
that statement is negated.
1- Existential presupposition (definite noun phrase, possessive
constructions)
“David’s car is new”
2- Factive presupposition: (know, realize, be glad, be sorry)
• Tracy realized Pat ate a sandwich.
3- Lexical presupposition: (stop, again, still... )
• Tracy blamed Pat for eating the sandwich.
• Pat stopped eating a sandwich (at 2pm).
4- Structural presupposition: WH-questions
• When did she travel to the USA? ( >> she travelled)
5- Non- factive presupposition: (dream, imagine, pretend)
• I dreamed that I was rich. (>> I was not rich)
6- Counterfactual presupposition: conditional structures
• If I were rich I would buy a Ferrari (>> I’m not rich)
IMPLICATURE
1. Definition
• Implicature is a technical term, which refers to
what is suggested in an utterance, even though
neither expressed nor strictly implied.
H. P. Grice
• Implicature can be considered as an additional
conveyed meaning. It is attained when a
speaker intends to communicate more than just
what the words mean. It is the speaker who
communicates something via implicatures and
the listener recognizes those communicated
meanings via inference.
(Yule, 1996: 35)
Conventional implicature
• Part of a lexical item’s or expression’s agreed
meaning, rather than derived from principles of
language use
• Not part of the conditions for the truth of the item
or expression.
• E.g. “Joe is poor but happy”
=> Surprisingly Joe is happy in spite of being
poor”.
Conversational implicature
• Implications derived on the basis of
conversational principles and assumptions,
relying on more than the linguistic meaning of
words in a sentence.
• The basic assumption in conversation is that the
participants are adhering to the cooperative
principles.
Cooperative principles
The idea that people cooperate with each
other when making their contributions.
(Paul Grice)
Maxims
• Quantity: give the right amount of information as is
required for the current purpose of exchange.
+ Not too little
+ Not too much
• Quality: try to say only what is true
+ Don't say that for which you lack adequate
evidence
+ Don't say what you know to be false
• Relevance: make what you say relevant to the
topic at hand.
• Manner: be clear (avoid ambiguity,, obscurity,
etc.).
+ Avoid obscurity of expression.
+ Avoid ambiguity.
+ Avoid excessive wordiness
+ Be orderly.
MAXIMS ARE ALWAYS
OBSERVED?
VIOLATE FLOUT
IMPLICATURE
• Man: Does your dog bite?
Woman: No.
• The man reaches down to pat the dog. The dog
bites the man's hand.
• Man: Quch! Hey! You said your dog doesn't bite.
Woman: He doesn't. But that's not my dog.
=> The maxim of quantity is flouted
Type of conversational
implicature
• Generalized conversational implicature:
Wife: I hope you brought the bread and
the cheese.
Husband : Ah, I brought the bread.
=> No special knowledge is required in the
context
+a/an X =>not speaker’s X
• Scalar implicature:
I ate some of the cake
=> I did not eat all of the cake
 Occur when certain information is
communicated by choosing a word which
expresses one value from a scale of values.
From the highest to the lowest :
+ all, most, many, some, few
+ always, often, sometimes
• Particularized conversational
implicature
Rick: Hey, coming to the wild party tonight?
Tom: My parents are visiting.
=> occur when a conversation takes place
in a very specific context in which locally
recognized inferences are assumed
The role of pragmatics in discourse
analysis
• Discourse: none other than a sequence of sentences in
operation -in other words utterances.
• Only pragmatics: “What does this utterance mean?" and
"Why was this utterance produced?“ => helps us to know
successful interpretation of utterances is managed.
=> INDISPENSABLE: Pragmatics offers the possibility of
describing and explaining discourse facts from a linguistic
point of view, in a principled way.
2. Analysis of Episode 9 of
Extr@ English series
Extr@ English series :
- a language education series in the format of a sitcom
- 30 episodes
- 4 main characters
Presented by: Le Thi Khanh Linh
2. Analysis of Episode 9 of Extr@
English series
Video: Jobs for the boys
(Analyzing the violation of cooperative maxims)
2. Analysis
2.1. The violation of maxim of relevance
Nick: To be or not to
be, that the question.
Whe…,oh no.
Annie: Why is it so
dark in here? What's
going on? Nick, what
are you doing? The sun
is shining outside.
Nick: oh, hi, Annie.
Nick’s answer violates the maxim
of relation
Instead of answering the question
of Annie, he greets her.
The aim of the violation is his
avoidance to answer the question
because he is ashamed.
2. Analysis
2.1. The violation of maxim of relevance
Bridget: Eunice, what
are you doing here?
Eunice: Long time no
see, Bridget. And how's
Nick? Does he miss
me?
Eunice’s answer violates the
maxim of relation
She may imply her
underestimation to Bridget and
tries to delay to inform the news
2. Analysis
2.2. The violation of maxim of quality
Annie: What are you
doing?
Nick: nothing.
Annie: Well, stand up then
Nick: I can’t
Annie: Why not?
Nick: Erm…
Annie: Right, I’m coming
over.
Nick: ……Ok
Annie (laughing): Oh, nice
outfit, Nick!
Both
Nick
and
Annie
violate
the
maxim
of
quality
Nick’s answer is a lie
Maybe he feels
ashamed
Annie’s praise is
untruth
Annie probably wants
to tease Nick
2. Analysis
2.2. The violation of maxim of quality
Bridget: Nick!
Nick: …….?
Bridget: Are those my
tights?
Nick: No. Huh!
Bridget: Oh yes, they
are.
Nick: Oh, those tights.
Are they yours, Bridget?
Nick’s utterances are the violation
of maxim of quality
In fact, Nick knows clearly that
whose the tights are but he
pretended not to know it.
The aim of the violation is that
maybe he is afraid of getting some
punishment from Bridget
2. Analysis
2.3. The violation of maxim of quantity
Annie: Did you have a
good day at work,
Bridget: Oh, I'm so
tired. Training with the
England football team
this morning.
Oh, those boys - so
cheeky! But they really
know what they're
talking about.
Bridget’s answer violates the
maxim of quantity because it
contains too much information.
Instead of only saying: “Oh, I’m so
tired”, she adds more information
on the people whom she worked
with.
Her intended meaning is to show
off her job indirectly.
2. Analysis
2.3. The violation of maxim of quantity
Annie: Football?
Bridget: No. Hairstyles
and fashion, of course.
Anyway, then I had
lunch with Kylie
Minogue's agent -
lovely man. [Laughs]
So funny! I'm
exhausted.
Bridget continues violating the
maxim of quantity when giving
more information than required.
In this situation, correcting the
information is enough but Bridget
gives more information on her
lunch with a famous man.
She probably wants to show off the
opportunity on having lunch with a
famous man.
2. Analysis
2.4. The violation of maxim of manner.
Bridget: I want my
tights back- now.
Nick: Ok.
Annie: You want your
tights back?
Bridget: They are
Versace. The remote,
please, Annie.
The answer of Bridget is the
violation of maxim of manner.
She doesn’t give the direct answer
“yes” or “no”. In stead of that she
talks about the manufacturer of the
tights.
Her implicature is that she want
her tights back because they are
very expensive.
2. Analysis
2.5. Findings.
 The violations of maxims of quality and quantity are
dominant.
 Nick often violates the maxim of quality because he
wants to hide something.
Bridget regularly violates the maxim of quantity
because her characteristics is show-off.
3. INTERGTATING
DISCOURSE ANALYSIS AND
PRAGMATICS IN THE
TEACHING OF GRAMMAR
Developing students' grammatical competence in
parallel with a discourse and pragmatic
consciousness-raising (discourse and pragmatic
competence).
=>two areas of inquiry can work co-operatively for
instructional purposes.
-It focuses on the grammatical item of 'clause'
(declarative, interrogative and imperative) and
offers some suggestions, through tasks and
activities, to develop these two types of
competence.
Discourseanalysis
Cohesion
Coherence
Pragmatic
acceptability
Grammar
teaching
Raising students' awareness to understand and
produce the English clause, formally and
contextually.
-A discourse processing model of language teaching and of
grammar in particular has suggestive and heuristic power
(Widdowson 1972, 1973, 1978), in that it enables both the
teacher and the learner to have more fruitful insights into the
real functioning of the language.
-High level of grammatical competence is not sufficient for
students to recognize and produce socially and contextually
appropriate language. The trend is towards a methodology that
is consistent with the use of more differentiated spectrum of
discourse and pragmatic lubricants and strategies.
By giving much more prominent place to discourse in teaching
grammar and enabling learners to know the conditions whereby
sentences are combined and used to form stretches of connected
discourse (Widdowson 1972, 1978, 1979) will help student to
overcome many difficulties.
+ Not only will they be able to manage discourse development on
the level of cohesion (surface linking) and coherence (underlying
relations) but they will also, and more importantly, manage it
pragmatically (on the level of illocutionary and perlocutionary
acts).
+ Learners will be taught how to produce and interpret cohesive,
coherent and pragmatically acceptable written modes of
discourse.
The pedagogical implications
• +It is suggested that the two
modules, Written and
Grammar, be taught by the
same teacher, who in the
course of his/her teaching
will instill in students the
insights developed along
the previous lines. This will
remove a great deal of the
backwash effect attendant
upon module
compartmentalization.
• +Teachers will see their role
change from that of the
'knower of everything' to a
collaborator, a negotiator
and to someone who works
for nurturing in his/her
students the essence of
applying cognitive skills in
appropriate ways to produce
and interpret written and
spoken language effectively
in various contexts of
communication.
Pragmatc approach - discourse analysis

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Pragmatc approach - discourse analysis

  • 1. L/O/G/O DISCOURSE ANALYSIS FROM PRAGMATIC APPROACH Lecturer : Dr. Huynh Anh Tuan Presenters : Pham Thi Thuy Chinh Nguyen Thi Thanh Hang Le Thi Khanh Linh Duong Thanh Hao
  • 2. 1. • Pragmatic approach to DA 2. • Analysis of Episode 9 of Extr@ English series 3. • Implications for teaching EFL OUTLINE
  • 4. 1. Theory of pragmatic approach I. The definition of pragmatics II. The main focuses of pragmatics III.The role of pragmatics in discourse analysis
  • 5. The little girl often lift up her dress to display her new underwear Dad: We don’t DO that. Daughter: I KNOW, Daddy. You don’t WEAR dresses
  • 6. The definition of pragmatics
  • 7. • Pragmatics is a branch of linguistics which studies how utterances have meaning in contexts. (Leech, 1983) • Pragmatics is the study of language from the point of view of users, especially of the choices they make, the constraints they encounter in using language in social interaction and the effects their use of language has on other participants in the act of communication. (Crystal, 1987) • Pragmatics is the study of how more gets commnicated than is said
  • 8. “John broke the window” = Utterance 1: JOHN broke .... => Message 1: “You and I are taking it for granted that someone broke the window. I’m telling you that John did.” = Utterance 2: John BROKE ... => Message 2: “You and I are taking it for granted that did something to the window. I’m telling you what John did SPEAKERS’ ENTAILMENT = SENTENCE STRESS
  • 9. Entailment • It is defined as what logically follows from what is asserted in the utterance. • Entailments are communicated without being said and are not dependent on the speaker’s intention. • The stress of the utterance express the entaillment – the message that speakers intend to focus on.
  • 10. • “You’ll want DomeBeGone, my revolutionary cure for baldness”. Presupposition: There is a cure for baldness. Presupposition: The cure is revolutionary Presupposition: I have this cure
  • 11. Presupposition • The information that a speaker assumes to be already known. (The Cambridge Encyclopaedia of Language, 1987) • Implicit meanings conveyed by the speaker through the use of particular words. • The presupposition of a statement will remain true even when that statement is negated.
  • 12. 1- Existential presupposition (definite noun phrase, possessive constructions) “David’s car is new” 2- Factive presupposition: (know, realize, be glad, be sorry) • Tracy realized Pat ate a sandwich. 3- Lexical presupposition: (stop, again, still... ) • Tracy blamed Pat for eating the sandwich. • Pat stopped eating a sandwich (at 2pm). 4- Structural presupposition: WH-questions • When did she travel to the USA? ( >> she travelled) 5- Non- factive presupposition: (dream, imagine, pretend) • I dreamed that I was rich. (>> I was not rich) 6- Counterfactual presupposition: conditional structures • If I were rich I would buy a Ferrari (>> I’m not rich)
  • 14. 1. Definition • Implicature is a technical term, which refers to what is suggested in an utterance, even though neither expressed nor strictly implied. H. P. Grice • Implicature can be considered as an additional conveyed meaning. It is attained when a speaker intends to communicate more than just what the words mean. It is the speaker who communicates something via implicatures and the listener recognizes those communicated meanings via inference. (Yule, 1996: 35)
  • 15. Conventional implicature • Part of a lexical item’s or expression’s agreed meaning, rather than derived from principles of language use • Not part of the conditions for the truth of the item or expression. • E.g. “Joe is poor but happy” => Surprisingly Joe is happy in spite of being poor”.
  • 16. Conversational implicature • Implications derived on the basis of conversational principles and assumptions, relying on more than the linguistic meaning of words in a sentence. • The basic assumption in conversation is that the participants are adhering to the cooperative principles.
  • 17. Cooperative principles The idea that people cooperate with each other when making their contributions. (Paul Grice)
  • 18. Maxims • Quantity: give the right amount of information as is required for the current purpose of exchange. + Not too little + Not too much • Quality: try to say only what is true + Don't say that for which you lack adequate evidence + Don't say what you know to be false
  • 19. • Relevance: make what you say relevant to the topic at hand. • Manner: be clear (avoid ambiguity,, obscurity, etc.). + Avoid obscurity of expression. + Avoid ambiguity. + Avoid excessive wordiness + Be orderly.
  • 21. • Man: Does your dog bite? Woman: No. • The man reaches down to pat the dog. The dog bites the man's hand. • Man: Quch! Hey! You said your dog doesn't bite. Woman: He doesn't. But that's not my dog. => The maxim of quantity is flouted
  • 22. Type of conversational implicature • Generalized conversational implicature: Wife: I hope you brought the bread and the cheese. Husband : Ah, I brought the bread. => No special knowledge is required in the context +a/an X =>not speaker’s X
  • 23. • Scalar implicature: I ate some of the cake => I did not eat all of the cake  Occur when certain information is communicated by choosing a word which expresses one value from a scale of values. From the highest to the lowest : + all, most, many, some, few + always, often, sometimes
  • 24. • Particularized conversational implicature Rick: Hey, coming to the wild party tonight? Tom: My parents are visiting. => occur when a conversation takes place in a very specific context in which locally recognized inferences are assumed
  • 25. The role of pragmatics in discourse analysis • Discourse: none other than a sequence of sentences in operation -in other words utterances. • Only pragmatics: “What does this utterance mean?" and "Why was this utterance produced?“ => helps us to know successful interpretation of utterances is managed. => INDISPENSABLE: Pragmatics offers the possibility of describing and explaining discourse facts from a linguistic point of view, in a principled way.
  • 26. 2. Analysis of Episode 9 of Extr@ English series Extr@ English series : - a language education series in the format of a sitcom - 30 episodes - 4 main characters Presented by: Le Thi Khanh Linh
  • 27. 2. Analysis of Episode 9 of Extr@ English series Video: Jobs for the boys (Analyzing the violation of cooperative maxims)
  • 28. 2. Analysis 2.1. The violation of maxim of relevance Nick: To be or not to be, that the question. Whe…,oh no. Annie: Why is it so dark in here? What's going on? Nick, what are you doing? The sun is shining outside. Nick: oh, hi, Annie. Nick’s answer violates the maxim of relation Instead of answering the question of Annie, he greets her. The aim of the violation is his avoidance to answer the question because he is ashamed.
  • 29. 2. Analysis 2.1. The violation of maxim of relevance Bridget: Eunice, what are you doing here? Eunice: Long time no see, Bridget. And how's Nick? Does he miss me? Eunice’s answer violates the maxim of relation She may imply her underestimation to Bridget and tries to delay to inform the news
  • 30. 2. Analysis 2.2. The violation of maxim of quality Annie: What are you doing? Nick: nothing. Annie: Well, stand up then Nick: I can’t Annie: Why not? Nick: Erm… Annie: Right, I’m coming over. Nick: ……Ok Annie (laughing): Oh, nice outfit, Nick! Both Nick and Annie violate the maxim of quality Nick’s answer is a lie Maybe he feels ashamed Annie’s praise is untruth Annie probably wants to tease Nick
  • 31. 2. Analysis 2.2. The violation of maxim of quality Bridget: Nick! Nick: …….? Bridget: Are those my tights? Nick: No. Huh! Bridget: Oh yes, they are. Nick: Oh, those tights. Are they yours, Bridget? Nick’s utterances are the violation of maxim of quality In fact, Nick knows clearly that whose the tights are but he pretended not to know it. The aim of the violation is that maybe he is afraid of getting some punishment from Bridget
  • 32. 2. Analysis 2.3. The violation of maxim of quantity Annie: Did you have a good day at work, Bridget: Oh, I'm so tired. Training with the England football team this morning. Oh, those boys - so cheeky! But they really know what they're talking about. Bridget’s answer violates the maxim of quantity because it contains too much information. Instead of only saying: “Oh, I’m so tired”, she adds more information on the people whom she worked with. Her intended meaning is to show off her job indirectly.
  • 33. 2. Analysis 2.3. The violation of maxim of quantity Annie: Football? Bridget: No. Hairstyles and fashion, of course. Anyway, then I had lunch with Kylie Minogue's agent - lovely man. [Laughs] So funny! I'm exhausted. Bridget continues violating the maxim of quantity when giving more information than required. In this situation, correcting the information is enough but Bridget gives more information on her lunch with a famous man. She probably wants to show off the opportunity on having lunch with a famous man.
  • 34. 2. Analysis 2.4. The violation of maxim of manner. Bridget: I want my tights back- now. Nick: Ok. Annie: You want your tights back? Bridget: They are Versace. The remote, please, Annie. The answer of Bridget is the violation of maxim of manner. She doesn’t give the direct answer “yes” or “no”. In stead of that she talks about the manufacturer of the tights. Her implicature is that she want her tights back because they are very expensive.
  • 35. 2. Analysis 2.5. Findings.  The violations of maxims of quality and quantity are dominant.  Nick often violates the maxim of quality because he wants to hide something. Bridget regularly violates the maxim of quantity because her characteristics is show-off.
  • 36. 3. INTERGTATING DISCOURSE ANALYSIS AND PRAGMATICS IN THE TEACHING OF GRAMMAR
  • 37. Developing students' grammatical competence in parallel with a discourse and pragmatic consciousness-raising (discourse and pragmatic competence). =>two areas of inquiry can work co-operatively for instructional purposes. -It focuses on the grammatical item of 'clause' (declarative, interrogative and imperative) and offers some suggestions, through tasks and activities, to develop these two types of competence.
  • 38. Discourseanalysis Cohesion Coherence Pragmatic acceptability Grammar teaching Raising students' awareness to understand and produce the English clause, formally and contextually.
  • 39. -A discourse processing model of language teaching and of grammar in particular has suggestive and heuristic power (Widdowson 1972, 1973, 1978), in that it enables both the teacher and the learner to have more fruitful insights into the real functioning of the language. -High level of grammatical competence is not sufficient for students to recognize and produce socially and contextually appropriate language. The trend is towards a methodology that is consistent with the use of more differentiated spectrum of discourse and pragmatic lubricants and strategies.
  • 40. By giving much more prominent place to discourse in teaching grammar and enabling learners to know the conditions whereby sentences are combined and used to form stretches of connected discourse (Widdowson 1972, 1978, 1979) will help student to overcome many difficulties. + Not only will they be able to manage discourse development on the level of cohesion (surface linking) and coherence (underlying relations) but they will also, and more importantly, manage it pragmatically (on the level of illocutionary and perlocutionary acts). + Learners will be taught how to produce and interpret cohesive, coherent and pragmatically acceptable written modes of discourse.
  • 41. The pedagogical implications • +It is suggested that the two modules, Written and Grammar, be taught by the same teacher, who in the course of his/her teaching will instill in students the insights developed along the previous lines. This will remove a great deal of the backwash effect attendant upon module compartmentalization. • +Teachers will see their role change from that of the 'knower of everything' to a collaborator, a negotiator and to someone who works for nurturing in his/her students the essence of applying cognitive skills in appropriate ways to produce and interpret written and spoken language effectively in various contexts of communication.