The Place of Pragmatics in English Language Teaching

Firas Hameed Al-Qazzaz, Amenah

	The Place of Pragmatics in English Language Teaching
Ahl Al-Bait Jurnal
Article 1, Volume 1, Issue 17, 2015, Pages 1-18
Author
Amenah Firas Hameed Al-Qazzaz
Abstract
This paper intends to discuss the place of pragmatics in English teaching. It mainly deals with the relationship between pragmatics and teaching, as well as it deals with the widely vast concepts of meaning, context and communication as pragmatics is abroad approach to discourse. Pragmatics in language teaching examines the acquisition of pragmatics – language use in social contexts – in second and foreign language classrooms. Pragmatics in language teaching offers a comprehensive and essential introduction to a rapidly growing area, and should be of interest to researchers, graduate students, and language teachers. In this paper, pragmatics is presented as the linguistics of language use, and having neither its own units of analysis nor its own correlational objects. Practicing pragmatic abilities in a classroom requires student- center interaction. The teaching materials should provide a relatively wide range of exercises designed especially to repeat and check the pragmatic knowledge of students. Although language teachers have the right to develop their own materials, knowledge about how conversations work and what are the social cultural criterion and practices in each communication culture is often taught, so teaching pragmatics, definitely will lead to certain benefits which help in avoiding pragmatics mistakes, thus reducing the number of embarrassing situations. Meaning, context, and communication are the underlying principles behind pragmatics. The pragmatic approach has been used in analyzing some texts (situations) in order to clearly understand what the certain text was trying to say.
Keywords
language; Teaching

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