Pragmatics

Dr. Rosaria Mita Amalia, M.Hum.

What is the scope of pragmatics?

Stalnaker (1972) defines the scope of pragmatics as follows:

"Pragmatics is the study of deixis (at least in part), implicature,
presupposition, speech acts, and aspects of discourse structure."
Levinson (1983) views pragmatics as an inferential process. According
to Levinson.
What are the goals of pragmatics?

Pragmatics is a systematic way of explaining language use in context.

It seeks to explain aspects of meaning which cannot be found in
the plain sense of words or structures, as explained by semantics.
As a field of language study, pragmatics is fairly new.
What is the main concept of pragmatics?
Unlike semantics, which focuses on the literal meaning of words,
pragmatics focuses on inferred meaning perceived by the speaker
and listener, who use manner, place, and time of an utterance to
create meaning.

Why is it important to study pragmatics?

For avoiding miscommunication caused by cultural difference,
being familiar with diverse cultures and pragmatics is essential. Studies
of Pragmatics emphasize the appropriateness in inter-cultural
discourses. Through learning pragmatics, the English speakers'
intercultural communication competence should be raised
How do you teach pragmatics in the classroom?
Teaching the pragmatics of language: Role play. Act out a similar
situation in a different context.

Some examples include:

1.indirect references to 'soften' requests (e.g. Could you tell me where
the park is?)
2.modifying speech when speaking with a peer or with a teacher, or
during a class presentation.
What are the types of context in pragmatics?

Pragmatics is the study of how context affects meaning. There are two
types of context: physical context (such as where a sign is located)
and linguistic context (such as preceding sentences in a
passage).
The term”deixis” comes from the Greek word for “pointing” and
“indicating”. It is a part of. pragmatics which has a simply
meaning “pointing” via language or asserting something via
language. Any linguistics form used to accomplish this pointing is
called a deictic expression.
Why is pragmatism important and how can we apply it in our real life
situation?

A pragmatist can believe in something that is not established with

extensive evidence. Having a pragmatic approach in life when it comes
to making decisions can sometimes be more effective than resigning
yourself to old traditions or absolute truths, which might not be
conclusive.
What is the importance of pragmatics to our daily lives?

We need pragmatics to understand how language is used in a specific

context and to be able to use it appropriately. Why is pragmatics
important when teaching? Pragmatics is a set of skills which allow us to
know what to say, to whom and how to communicate ones message in
a specific context (what, how, whom, and when).
 Pokok Bahasan
1. Deiksis
2. Praanggapan dan Cakupan (Presupposition and Entailment)
3. Prinsip Kerja Sama dan Implikatur (Cooperative Principle and
Implicature)
4. Tindak Tutur dan Peristiwa Tutur (Speech Acts and Events)
5. Kesopanan/Kesantunan dan Interaksi (Politeness and Interaction).

Why is social communication (pragmatics) important?

Social communication (pragmatics) is important in order to be able to build social
relationships with other people. It is also important academically, as many curriculum
based activities rely on working in groups and communication between peers.
Empat area yang dihubungkan oleh pragmatik (Yule, 1996:3):
1. Pragmatics is the study of speaker meaning.
2. Pragmatics is the study of contextual meaning.
3. Pragmatics is the study of how more gets communicated than is said.
4. Pragmatics is the study of the expression of relative distance.

Levinson (1983) berpendapat bahwa pragmatik adalah ilmu mengenai tindakan

berbahasa dengan konteks ujaran yang dilakukan.
Pragmatik merupakan studi bahasa yang mempelajari relasi bahasa dengan
konteksnya.
Persamaan pragmatik dan semantik adalah keduanya sama-sama mengkaji
tentang makna.

Pragmatik mengkaji makna lingual secara eksternal yang dikaitkan dengan

konteks yang melatarbelakanginya (what do you mean by X?), sedangkan
semantik mengkaji makna satuan lingual secara internal (what does X mean?).

Pragmatics outlines the study of meaning in the interactional context

•the negotiation of meaning between speaker and listener.
•the context of the utterance.
•the meaning potential of an utterance.
 Aspek-aspek situasi ujar

Leech (1983:13) menjelaskan mengenai aspek-aspek situasi ujar:

1. Penutur dan petutur (Addressers dan addresses)
2. Konteks sebuah ujaran (The context of an utterance)
3. Tujuan sebuah ujaran (The goals of an utterance)
4. Ujaran sebagai bentuk tindakan/tindak ujar (The utterance as a form of act
or activity; a speech act)
5. Ujaran sebagai produk tindak verbal (The utterance as a product of a
verbal act) = ujaran diketahui sebagai produk atau hasil dari tindak verbal
penutur dengan segala pertimbangan konteks yang mempengaruhinya.
McMannis et al. (1998:197) menjabarkan mengenai jenis dari konteks, yang
meliputi:
1. Konteks fisik (physical context)
2. Konteks epistemic (epistemic context )
Konteks epistemic yaitu latar belakang pengetahuan yang saling dipahami
antara penutur dan petutur.
3. konteks linguistik (linguistic context)
Konteks linguistik adalah ujaran sebelum ujaran yang dimaksud dan
mengandung maksud yang terkandung dalam ujaran.
4. konteks sosial (social context)
Konteks sosial yaitu hubungan sosial antara penutur dan petutur.
Menurut Cutting (2002:3) konteks dapat dibedakan menjadi (1). konteks
situasi (the situational context),what speakers know about what they can see
around them yaitu mengacu kepada tuturan yang diujarkan penutur berkenaan
dengan situasi atau keadaan di sekitarnya. (2). konteks latar belakang
pengetahuan (the background knowledge context), what they know about each
other and the world, mengacu kepada pengetahuan-pengetahuan tentang satu
sama lain (penutur dan petutur) dan pengetahuan tentang hal-hal yang sifatnya
umum, dan (3). konteks ko-teks (the co-textual context), what they know about
what they have been saying ,maksudnya hal-hal yang diketahui oleh penutur
dan petutur
Pertemuan 1:
1. Mention some contexts you have already known.
2. Explain about cultural and interpersonal background context
3. How can the context create mutual understanding between speaker and
hearer?
Di dalam suatu ujaran terdapat konteks yang melingkupi ujaran tersebut.

Pragmatik merupakan cabang dari linguistik yang mendasari konteks sebagai

fondasi dalam analisisnya
Ketika dikaitkan antara penutur dan lawan bicara akan terbentuk suatu tindak
tutur dan peristiwa tutur. Peristiwa tutur ini pada dasarnya merupakan
rangkaian dari sejumlah tindak tutur yang terorganisasikan untuk mencapai
suatu tujuan. Tujuan tersebut merupakan isi pembicaraan. Peristiwa tutur
merupakan interaksi linguistik dalam satu bentuk ujaran atau lebih yang
melibatkan dua pihak, yaitu penutur dan lawan tutur, dengan satu pokok
tuturan, di dalam waktu, tempat, situasi tertentu dan akan menghasilkan tujuan
tertentu (Yule, 1996:57, Chaer dan Agustina, 2004:47).
Yule (1996:128) mengatakan bahwa “context is the physical environment in
which a word is used”. Leech mendefinisikan konteks sebagai latar belakang
pemahaman yang dimiliki oleh penutur maupun lawan tutur sehingga lawan
tutur dapat membuat interpretasi mengenai apa yang dimaksud oleh penutur
pada waktu membuat tuturan tersebut (dalam Nadar, 2009:6).
Di dalam suatu wacanapun terdapat konteks yang dibentuk oleh berbagai unsur
seperti situasi, pembicara, pendengar, waktu, tempat, adegan, topik, peristiwa,
bentuk amanat, kode, dan saluran (Darjowidjojo, 1988 dalam Djajasudarma,
2012:26). Unsur-unsur tersebut juga selaras dengan yang dikemukakan oleh
Hymes (1974) seperti latar (setting dan scene), peserta (participants), hasil
(ends), amanat (message), cara (key), sarana (instrument), norma (norms), jenis
(genre). Pendapat mengenai konteks turut diberikan oleh Djajasudarma
(2012:48) yang menyatakan bahwa konteks merupakan ciri/gambaran yang
berfokus pada budaya dan lingustik sesuai dengan ujaran yang dihasilkan dan
diinterpretasikannya.
 Prinsip Kerjasama
1. Apa yang dimaksud dengan bekerjasama pada suatu percakapan?
2. Apa guna dipatuhinya prinsip kerjasama?
3. Apa yang dimaksud dengan maksim kerjasama?
4. Jelaskan dan beri contoh masing-masing dari maksim tersebut.
5. Jelaskan pula mengenai pelanggaran maksim-maksim tersebut.
 Current Issues in Intercultural Pragmatics
Current Issues in Intercultural Pragmatics

HTTPS://BENJAMINS.COM/CATALOG/PBNS.274

PART I. THE SOCIO-CULTURAL TURN IN PRAGMATICS

Determinacy, distance and intensity in intercultural

communication: An emancipatory approach

“Western” Grice? Lying in a cross-cultural dimension

•PART II. LINGUA FRANCA COMMUNICATION
Chapter 3. Why is miscommunication more common in
everyday life than in lingua franca conversation?

Chapter 4. “Burn the antifa traitors at the

stake…”: Transnational political cyber-exchanges, proximisation of
emotions
•PART III. BUSINESS COMMUNICATION
Chapter 5. The interpersonal pragmatics of intercultural
financial discourse: A contrastive analysis of European vs. Asian
earnings conference calls

Chapter 6. Face-threatening e-mail complaint negotiation in a

multilingual business environment: A discursive analysis of
refusal and disagreement strategies
•PART IV. CULTURAL PERCEPTIONS
Chapter 7. Auto- and hetero-stereotypes in the mutual
perception of Germans and Spaniards

Chapter 8. The interactive (self-)reflexive construction of

culture-related key words

Chapter 9. “It’s really insulting to say something like that to

anyone”: An investigation of English and German native speakers’
impoliteness perceptions
•PART V. TRANSLATION
Chapter 10. Identities and impoliteness in translated Harry
Potter novels

Chapter 11. Presuppositions, paralanguage, visual

kinesics: Three culture-pragmatic categories of errors and
misunderstanding in translation and interpreting illustrated on the
basis of the language pair German/Greek
•PART VI. PRAGMATIC DEVELOPMENT
Chapter 12. Development of pragmatic routines by Japanese
learners in a study abroad context

Chapter 13. A crosssectional study of Syrian EFL learners’

pragmatic development: Towards a taxonomy of modification in
interlanguage requests
Chapter 14. The pragmatic competence of student-teachers of
Italian L2
•Chapter 15. Adaptive management and bilingual education: A
longitudinal corpus-based analysis of pragmatic markers in teacher
talk