ISSN: 2278-4853 Special Issue, March, 2020 Impact Factor: SJIF 2020 = 6.882
TRANS
Asian Research Journals
http://www.tarj.in
215
Special
Issue
Some useful activities to teach pragmatics explicitly
Even though there is no one ideal approach which is guaranteed the effect in pragmatics, but
there are certain activities to utilize during English classes.
“The idea that the development of communicative competenceshould be an immediateand
central goal of language pedagogy caught on quickly. But instruction intended to develop
communicative competence in the target language willbe useful only to the extent that teachers
alert their students to the need to adapt their communication strategies to the new culture. When
teachers fail to do this - when they failto provide an authentic cultural context within which the
meaning of what is said and donein the classroom can be interpreted "the goal of communicative
competence is an illusion."In short, this focus on L2 social rules required by adopting
communicative competence as the primary objective of language learning "puts a tremendous
burden on the teacher who must become an anthropologist of sorts, discovering and interpreting
cultural behavior for which there are no explicit rules" [7, 25].
Thus, to ‘provide language learners with authentic cultural context” in communicative language
teaching pair and group work requiring negotiation and cooperation between learners, fluency-
based activities that encourage learners to develop their confidence, role-plays in which students
practice and develop language functions, as well as judicious use of grammar and pronunciation
focused activities can often be observed. The peculiarities of CLT activities are based on fluency
and accuracy and related with real world situations or authentic sources. These activities are
fulfilled in meaningful, mechanical or in communicative practices. In these kind of practices the
used activities differ from each other. “Pragmalinguistic failure happens when the meaning of
the language learner’s utterance is different from that most frequently used by native speakers or
when speech act strategies are inappropriately transferred from an L1 to an L2”. Thus in order to
avoid from this failure teachers should only be in pursuit of different situations or context where
learners have to use appropriate utterences.
CONCLUSION
It can be seen that CLT is not the only way of teaching pragmatics explicitly, it just assess great
advantages of teaching foreign language through appropriate choice of language in context
(pragmatic competence) with the example of this approach. There are also other approaches and
methods to supply English teachers with various activities in order to form a good use of
competences in language learners. Integrating pragmatics in language classrooms is vital for
forming good command of language. With the advent of communicative language teaching
in 1980s and 1990s, however, learners became the center of teaching activities in which
engagement with authentic, meaningful, contextualized discourses are required. This new
trend led to the exploration of integration pragmatics into the classroom.
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