Keyword s : pragmatics, linguistics, teaching foreign language.
During the Revival of the New Era of Powerful State, each of the reforms implemented in the country is based on the President's concern for people. Education of generation is one of the priority directions of the state policy and aims to ensure our successful future. In order to create a generation that embodies the highest values of humanity, it is the main task to provide education in the national spirit at the world level, and to raise mentally and physically healthy generations.
Today, the opportunities are being created to develop science and education, to educate young people in the national spirit. Saying that «Scientific youth is the powerful force of our country, the light of our nation's future towards lofty goals», the President inspires the youth to learn science and education, and obliges them to work in more creative, new ways. The future and destiny of the country is in the hands of the scientific and educated generation.
The education system of the country is constantly being improved; a digital education system based on modern technologies has been put into use. Thus, based on the strategy of ensuring the high efficiency of the development of this system, the experience of the developed countries of the world is studied, and the introduction of it into the education system of our country, and creative work in educating young people is established.
The expansion of international relations, the introduction of the world's achievements into the country's economy, science and education system led to a further increase in professional requirements for graduates of higher educational institutions. Therefore, during the process of teaching foreign languages, it is natural to develop methods that take into account the future skills of students.
All human languages serve as means of human communication. The structure and function of languages is determined by the structure and function of the parts of speech. Therefore, the development and life of different languages are carried out according to general laws.
In order to fully study the history, structure, and life of a particular language, it is necessary to understand the general laws of the formation, development, structure, and history of languages.
Pragmatics is a branch of semiotics. It studies the features of the use of signs in communication, the connection of signs with the interpreter. Pragmatic factors include the variety of information. This information allows us to determine the meaning of linguistic expressions and sentences in a given pragmatic context. For example: Let's say cold, out of context this linguistic expression can mean anything.
To give another example, the sentence «it is raining» can be interpreted in different ways in terms of what it means:
- Whether or not rain is expected during a drought;
- That he is going to fly and that he cannot fly;
- Should you take an umbrella or not;
As an external variety, the pragmatic component refers not to the sentence, but what the speaker's attitude toward the truth of the sentence expresses. This seems to be an incomplete sentence, answering questions about where and when it will rain, and what he is interested in.
Pragmatic competence is gaining more and more importance in linguistics and language teaching. Pragma linguistics and socio pragmatics form the concepts of pragma linguistic competence and socio pragmatic accordingly; and are considered as parts of pragmatic competence.
Language form deals with grammatical structure of words and phrases and grammatical rules that language should take into consideration and furtherly obtain while learning the language. Vocabulary and language structure are also the issues that language form addresses.
Pragmatic competence is essential in many aspects, especially in building healthy two-sided communication, as a lack of it can lead to communication failure.
For many years, the learning of a second or foreign language was equated with linguistic or grammatical accuracy. However, since the adoption of the communicative approach, this focus has passed to second place, giving primary importance to the achievement of functional abilities in the target language with the final purpose of understanding and producing language that is appropriate to communicative situations in accordance with specific sociocultural parameters.
Failure to do so may cause misunderstandings and sometimes communication breakdowns as well as the stereotyping of the target language learners as insensitive, rude, or inept.
Research about the performance of speech acts by foreign language learners have offered various explanations for the differences between learners and native speakers realizations, namely, availability of input, proficiency, length of exposure, and transfer.
As a way to compensate for this imbalance, recommendations have been made since the late 1980’s, for the inclusion of explicit pragmatic instruction as part of foreign and second language curricula (e.g. Blum-Kulka, House & Kasper, 1989). These instructional suggestions have been backed up by authors such as Kasper &
Schmidt (1996) and Bardovi-Harlig (1999), who pointed out the necessity of conducting research about the role of instruction in interlanguage pragmatics development in order to make stronger the link between ILP and second language acquisition.
Empirical studies on this direction have analyzed the effect of instruction in the development of pragmatic knowledge dealing with a multiplicity of features. The results from most of these studies are promising with regard to the positive effect of pedagogical intervention, supporting in this way the view that pragmatic ability can be systematically developed through planned classroom activities.
Proposals for instruction in pragmatics should seek to furnish students with linguistic tools that allow them to realize and comprehend linguistic action in a contextually appropriate way. This task is evidently related to the teaching of the TL culture, not viewing it as a product, but as a process that shapes language and at the same time is shaped by language.
References:
- Kasper, G. (1997b). The role of pragmatics in language teacher education. In Bardovi-Harlig, K., & Hartford, B.
- Beyond methods: components of second language teacher education. (pp.113–136). New York: McGraw Hill.
- Kasper, G. (1998). Interlanguage pragmatics. In H. Byrnes (Ed.), Learning foreign and second languages: Perspectives in research and scholarship. (pp.183–208). New York: The modern language association of America.
