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Pragmatics
Social Language Use
ECSE 500
Spring 2014
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Pragmatics
You have invited your friend over for dinner. Your child sees your friend reach for some cookies
and says, "Better not take those, or you'll get even bigger.“
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Pragmatics
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Pragmatics is the study of the aspects of meaning and language use that are dependent on
the speaker, the addressee and other features of the context of utterance.
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the study of what words mean in particular situations
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Pragmatics
"You have a green light"
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Pragmatics
Communicative Function:
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Intent of Communication
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Frequency of Communication
+ Three Major Communication Skills:
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Using language for different purposes
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Changing language according to the needs of the listener or situation
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Following rules for conversations or storytelling
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Three Major Communication Skills:
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Using language for different purposes, such as
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greeting (e.g., hello, goodbye)
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informing (e.g., I'm going to get a cookie)
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demanding (e.g., Give me a cookie)
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promising (e.g., I'm going to get you a cookie)
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requesting (e.g., I would like a cookie, please)
+ Three Major Communication Skills:
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Changing language according to the needs of a listener or situation, such as
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talking differently to a baby than to an adult
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giving background information to an unfamiliar listener
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speaking differently in a classroom than on a playground
+ Three Major Communication Skills:
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Following rules for conversations and storytelling, such as
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taking turns in conversation
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introducing topics of conversation
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staying on topic
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rephrasing when misunderstood
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how to use verbal and nonverbal signals
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how close to stand to someone when speaking
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how to use facial expressions and eye contact
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Register Variation
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Register variation
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Politeness
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Social role recognition
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Perspective-taking
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General rules of conduct for the speaker’s role in
relationship to the communication partner
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Quantity
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Quality
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Relation
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Manner
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Pragmatic disorders
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say inappropriate or unrelated things during conversations
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tell stories in a disorganized way
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have little variety in language use
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Pragmatic disorders
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Pragmatic disorders often coexist with other language problems such as vocabulary
development or grammar.
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Pragmatic problems can lower social acceptance. Peers may avoid having conversations
with an individual with a pragmatic disorder.
+ Supporting Pragmatics Development
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Respond to the intended message rather than correcting the pronunciation or grammar.
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Be sure to provide an appropriate model in your own speech.
+ Supporting Pragmatics Development
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Take advantage of naturally occurring situations
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practice greetings at the beginning of a day
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have the child ask peers what they want to eat for dinner
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have the child request necessary materials to complete a project.
+ Supporting Pragmatics Development
Changing Language for Different Listeners or Situations
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Role-play conversations
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Pretend to talk to different people in different situations.
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Model how the person should talk to a child versus an adult, or a family member versus a friend of
the family.
+ Ask questions or make suggestions to use language for different
purposes:
Desired Language Function
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Comment:
Suggested Question or Comment
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"What did you do?"
"Tell me about..
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Request:
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"Tell your friend..."
"What do you want?“
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Question:
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"Ask me"
+ Supporting Pragmatics Development
Encourage the use of persuasion
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Discuss different ways to present a message:
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Polite ("Please may I go to the party?") versus impolite ("You better let me go")
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Indirect ("That music is loud") versus direct ("Turn off the radio")
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Discuss why some requests would be more persuasive than others
+ Supporting Pragmatics Development
Conversation and Storytelling Skills
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Comment on the topic
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Provide visual cues
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Encourage rephrasing or revising an unclear word or sentence.
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Show how nonverbal signals are important to communication.
+ Precursors to Pragmatics
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http://cdn.knightlab.com/libs/timeline/latest/embed/index.html?source=0AoPkgYWQBgyydEJsTkt
NQmEwUTdTT3ViWFdfQ3NTNVE
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Non-verbal requests for objects
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Joint attention which entails the coordination of one’s attention with that of a partner
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The use of a variety of gestures, including pointing
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Paralinguistics
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Prosody involves the meaning conveyed by the use of one’s voice.
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Examples include messages that indicate what is emphasized
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what is meant sarcastically
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what might be one’s emotional state
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Paralinguistics
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Eye gaze during conversation can suggest meaning such as
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interest in the interaction,
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joint attention to topic,
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truthfulness and other messages.
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Paralinguistics
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Gestures involve body signals that suggest meaning such as
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“Pay attention to what I am pointing to;”
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“Wow, what a surprise”;
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“Oops, I shouldn’t have said that;”
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“No, I don’t want that.”
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Paralinguistics
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Proximity involves the meaning attributed to use of one’s body in space.
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It may carry meaning all by itself or be combined with other paralinguistic features.
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Paralinguistics
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Social Behaviors
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Conventional gestures
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Facial expressions
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Social actions or behaviors
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Pre-requisites to Linguistic
Pragmatics
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In order to engage in intentional acts of communication, such
as requesting and commenting, a number of interrelated
prerequisite achievements and behaviours must be in place.
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For example, the child must be able to engage in joint attention,
Infants with Down syndrome are delayed relative to age, although
not developmental level, expectations in mastering the various
compo- nents of joint attention
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Intentional communication also requires the ability to use a
variety of gestures, including pointing. Gesture use appears to be
an area of relative strength of children with Down syndrome.
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Pre-requisites to Linguistic
Pragmatics
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Cognitive achievements are also necessary for progress in
the domain of prelinguistic intentional communication.
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The delays in prelinguistic intentional communication
displayed by children with Down syndrome may play a
causal role in their subsequent delays in linguistic
communication.
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Research shows that higher rates of non-verbal
communication displayed are associated with better
outcomes for children with Down syndrome.
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Supporting Pragmatic
Development
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Respond to a baby’s gestures, looks and sounds. .
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Talk with and listen to a child.
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Help children build on their language skills.
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Teach children about non-verbal communication.
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Respect and recognize a child’s feelings. Help children
develop a "feelings" vocabulary.
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Engage in shared-reading
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Supporting Pragmatic
Development
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Narrate what you do as you go through your daily
routines.
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Encourage pretend play.
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Make your requests clear, simple, and appropriate for
your child’s age and ability.
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Be a good role model.
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PRAGMATIC LANGUAGE
DEVELOPMENT
The following conversational social language skills
should be developed by the age of three years and
continue to be reinforced as the child’s language
matures.
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1) Requests for objects
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2) Requests for actions
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3) Assertions
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PRAGMATIC LANGUAGE
DEVELOPMENT
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4) Denials
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5) Request for information
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6) Callings or Summons
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7) Stated information
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Harmon, Lynne F., Speech and Language Development in the Day Care. Adler, Sol and King, Deborah
(Eds.), A Multi-Disciplinary Treatment Program for the Preschool Aged Exceptional Child , (1985).
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Example # 1. Hank sees his friend Terrell as he is climbing
the stairs to get to his seat at the baseball stadium. He stops
for a few seconds, greets his friend, indicates he will talk to
him more after the game and moves onward to his seat.
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Example # 2. Hank sees his doctor at a party. He does not
know him outside of the professional medical setting. He and
the doctor exchange a few impersonal comments about the
party and the weather before each moves on to talk to other
guests.