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1УДК 37 Suraganova A., Mamirbaeva D.
Suraganova A.
PhD student
Nukus State Pedagogical Institute named after Ajiniyaz (Nukus, Uzbekistan)
Mamirbaeva D.
PhD, associate professor Nukus State Pedagogical Institute named after Ajiniyaz (Nukus, Uzbekistan)
IMPROVING PRAGMATIC COMPETENCE OF STUDENTS IN LANGUAGE TEACHING
Аннотация: with the evolution of foreign language education, the communicative approach has come to include sociocultural appropriation, emotion, and social identity expression. Teachers today strive to teach the full person, covering the fundamentals of grammar and lexis while taking social sensitivity into consideration. Using applied linguistic research, instructors find it difficult to set specific goals for trainees when the field gets more complex.
The paper explores the application of pragmatics theory in language teaching practice, highlighting its impact on language understanding and production. It advocates for integrating pragmatic awareness into classrooms through case analysis and role playing, allowing students to use language in real communication. The paper also highlights the importance of understanding and respecting cultural differences in cross-cultural communication, emphasizing the importance of cultural understanding in improving pragmatic competence.
Ключевые слова: students, language, teaching.
Introduction
The speech act theory, proposed by philosopher John Austin, is a significant development in pragmatics, dividing linguistic acts into perlocutionary and perlocutionary acts. It emphasizes that language's function in communication extends
beyond literal meaning. This theory is crucial in language teaching to enhance students' oral communication abilities. The theory provides a framework for understanding the communicative functions of language and the rules followed in communication. Examples include Austin's speech act theory, conversational meaning, and the principle of cooperation.
The paper discusses the application of pragmatics in English language teaching, focusing on its effectiveness in enhancing students' pragmatic awareness and competence. It highlights the use of text interpretation and role-playing, as well as the teaching of translation, which emphasizes understanding the original text's pragmatic meaning. The chapter also discusses the limitations of traditional teaching methods, particularly in second language teaching, which often prioritize grammar and vocabulary over pragmatic functions. Recent research on pragmatics has deepened our understanding of the theory and provided new insights into teaching practice. These studies have demonstrated the effectiveness of pragmatics in improving students' language literacy and verbal communication skills.
Speech act theory and language teaching
The speech act theory, proposed by philosopher John Austin, divides speech acts into intra-speech acts, extra-speech acts, and post-speech acts. It emphasizes that language's function in communication extends beyond literal meaning. This theory is crucial in language teaching to enhance students' oral communication skills. Intraverbal behavior involves literal information, extraverbal behavior involves intentions beyond text, and post-speech behavior refers to the actual effect of a speech act. Mastering these types helps students understand the versatility of language in real conversations.
Teachers can apply speech act theory in real-life situations through interactive activities like role-playing and situational simulation. These activities help students express needs correctly, understand extraverbal meanings, and analyze extra-linguistic behaviors in texts. Grace's theory of conversational meaning and the principle of cooperation are closely related to speech act theory. Effective communication requires four guidelines: qualitative, quantitative, relevance, and
modality. Teachers should encourage students to follow these principles in their interactions to ensure accurate information conveying and understanding. These principles are crucial in the classroom, ensuring accurate communication and understanding between speakers and listeners.
Teachers can enhance students' language skills and awareness of discourse rules in real communication by designing group discussion sessions and analyzing their performance. They can highlight successes and shortcomings in following guidelines, such as ignoring qualitative or associative guidelines. Speech act theory and the principle of cooperation provide in-depth guidance for language teaching, emphasizing practical use of language and communicative strategies. Teachers should incorporate these theories into the classroom, helping students develop oral communication skills and cultural sensitivity. This helps students master language structure, understand and respect communication rules in different cultural contexts, and use language effectively in globalization.
Application of the principle of co-operation in language teaching and learning
The principle of co-operation, proposed by H.P. Grice, is a fundamental theory in pragmatics that outlines guidelines for accurate communication between speakers and listeners. It is particularly useful in language teaching, providing a practical framework for effective communication in classroom interactions. Teachers should encourage students to follow qualitative guidelines, ensuring truthfulness in their opinions. This approach not only enhances factual accuracy but also helps students develop critical thinking, critical thinking, and information evaluation skills.
While the relevance criterion focuses on the content's applicability, the quantity criterion stresses giving the appropriate amount of information. By emphasizing context and steering clear of superfluous or irrelevant material, teachers can create assignments that need just the correct amount of detail from their students. It is possible to plan thematic discussions to help students stay focused and enhance the flow of conversation. Students' capacity to successfully communicate information
in a conversation is improved by these exercises, which also help them become more organized and adept at screening information.
To prevent misunderstandings, modality rules place a strong emphasis on using language that is clear and succinct. Teachers can instruct students in using plain language and nonverbal cues in conversations, avoiding lengthy or complicated words, and practicing straightforward expressions. Story solitaire games and discussions are two examples of instructional activities that allow students to exercise the cooperative principle. Through these exercises, students can strengthen their language proficiency, foster a cooperative attitude, and communicate more effectively in everyday situations. The cooperative concept offers a useful foundation for teaching languages, assisting students in adapting to various circumstances and communicating successfully in the classroom. Through interactive exercises, teachers may help students put this idea into reality while improving their communicative language abilities and situational flexibility.
The application of pragmatics in teaching practice
A key idea in pragmatics is pragmatic modulation, which is the process by which listeners and speakers modify their speech patterns in response to particular situations and communication objectives in order to effectively communicate and comprehend messages. Building pragmatic adjustment skills is crucial to improving students' communicative competency in language instruction. It addresses topics including identifying cultural differences, employing politeness techniques, comprehending context, and selecting communication tactics.
A strong sense of context is emphasized by linguistic modification. To help students practice adapting their language expressions and attitudes to the environment in various scenarios, teachers can provide a range of contextual simulation exercises in the classroom, including situational dialogues and role-plays. For instance, students learn how to utilize formal language and courteous phrases in a simulated business negotiating scenario, which will help them act appropriately in future communicative scenarios of a similar nature.
Discourse regulation involves teaching students to understand and follow politeness principles, such as generosity, humility, empathy, and generosity, which are crucial in intercultural communication. Teachers can analyze expressions of politeness in different cultural contexts to enhance cultural sensitivity and adaptability. Pragmatic regulation involves recognizing and respecting cultural differences, which is key to improving practical competence. Teachers can help students identify cultural differences by comparing and analyzing communicative rules in different cultures and simulated cross-cultural dialogues in the classroom.
Discourse modulation skills involve selecting and using appropriate communicative strategies, such as clarifying misunderstandings, making requests, and maintaining modesty. Teachers can teach students how to adjust their strategies based on communication purpose and response. Pragmatic regulation in language teaching helps students use language in real-life situations, focusing on dynamic language and communication strategies. Integrating pragmatic modulation training into teaching design and allowing students to experience and master key elements through practical activities can improve language use ability and prepare them for effective communication in a globalized environment.
The effect of linguistic strategies on learners' outputs
Brown and Yule (1983) and Ellis (1998) emphasize the importance of discourse analysis and pragmatics in language teaching. Discourse analysis focuses on language in use, not just linguistic forms. Pragmatics studies how language is used in communication. Discourse strategies significantly influence language learners' output and communication effectiveness. They help students use language flexibly, understand rules, and follow rules. This paper explores the application of pragmatic strategies in language skills like listening, speaking, reading, and writing. Listening comprehension is crucial, as pragmatic strategies help students infer the speaker's intention and attitude through context. Teachers can design tasks to guide students in identifying hints and determining the speaker's intentions. Activities like role-playing help students clarify information and minimize misunderstandings through communicative strategies.
Discourse strategies play a crucial role in students' oral expression, reading, and writing. Teachers can teach students to use principles of politeness, such as generosity, humility, empathy, and generosity, to construct appropriate and persuasive expressions. This helps build interpersonal relationships and improves communication in real life. Teachers can also teach students to adapt their language style to audience expectations, enhancing adaptability and relevance. In reading comprehension, teachers can help students understand the deeper meaning of a text and identify the author's message. In writing, teachers emphasize correct expression of discursive meanings and encourage students to consider readers' expectations to avoid errors and make their writing more presentable.
Pragmatic strategies are crucial in intercultural communication, especially in the context of globalization. Teachers help students understand and respect cultural differences by comparing communicative rules and habits in different cultures and simulating cross-cultural dialogues in the classroom. This helps students adapt and respect communicative strategies in different cultures, establishing effective communication in international environments and developing intercultural communicative competence. Pragmatic strategies also help language learners understand the dynamic use of language, adapt to different situations, and follow appropriate rules. Teachers should cultivate pragmatic strategies in teaching methods, enhancing students' language output and preparing them for global citizenship.
Conclusion
The paper explores the potential of pragmatics in enhancing students' communicative competence in language. It emphasizes the importance of integrating pragmatic awareness into classrooms and provides suggestions for future teaching practices. Key principles of pragmatics include cooperation, speech acts, and presuppositions. Teachers can use these theories in teaching strategies like role-playing and situation simulation to enhance students' sensitivity to context and communicative strategies. This helps students master language structure and fluency, laying a solid foundation for effective intercultural communication.
Language teaching emphasizes pragmatic adjustment, focusing on the ability to use language flexibly in different contexts. Teachers should guide students in understanding politeness, cultural differences, and communicative strategies through practice. This helps students improve their language skills and develop awareness of respecting and understanding different cultures. Pragmatic strategies directly impact learners' language output, and teachers should pay attention to how students use them in listening, oral expression, reading, and writing. In listening training, students should infer information based on context, use appropriate politeness strategies, understand text meaning, and focus on linguistic expression.
СПИСОК ЛИТЕРАТУРЫ:
1. Austin, J. L. 1989. How to do things with words. Edited by J. O. Urmson and Marina Sbisa. Oxford: Oxford University Press;
2. Grice, H. P. (1975) 'Logic and conversation'. In P. Cole and J. Morgan (eds) Studies in Syntax and Semantics III: Speech Acts, New York: Academic Press, pp. 183-98;
3. Brown, G and G. Yule. 1983. Discourse Analysis. Cambridge: Cambridge University Press;
4. Ellis, R. 1998. Teaching and research: Options in grammar teaching. TESOL Quarterly, 32, 139-60
