Pragmatics and TESOL | Assignment

Running head: PRAGMATICS AND TESOL
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Pragmatics and TESOL
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A. Grice's contribution to pragmatics, pragmatic competence, and interlanguage
pragmatics
In this discussion, the essay will first present meaning of the pragmatics and critically
discuses Grice's contribution to pragmatics, pragmatic competence and interlanguage
competence. The second part of the essay conveys the various ways in which a maxim may be
flouted under Grice's cooperative principle. Finally, it analyses whether flouting is a
collaborative act to learners of interlanguage and their pragmatic competence.
In this essay, it will be found that Charles Morris is a philosopher of language, and he
coined the term pragmatics in 1938 (Griffiths, 2006 p.67). Pragmatics is the systematic study of
how meaning emerges from communication, such as conversations between people. It pushes the
limits of linguistics since its principal object of investigation is the utterance which can be seen
uniquely inside the setting of its utilization.
To start with, pragmatics is when the teacher emphasizes both on the words of a
language, and how they can be organized into rule-governed sections. He explained an
inferential model of correspondence that depends on the idea of aim. Grice contended that an
audience could work out the gathered implications in a speaker's expressions just if the audience
expects that the speaker plans to convey something. The audience must perceive the expectation
to communicate.
The understanding of the Cooperative Principle (CP) is occasionally dangerous because
Grice's specialized term "participation" is regularly misinterpreted for the general significance of
the word cooperation (Grice 1991 p.76). Grice should have stressed here that what is centrally
important to the concept of rationality, and it is for the reason he discusses in collaboration.
According to Grice, his maxims are principles and not rules. His Cooperative Principle offers to

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make explicit certain rational principles observed by people when they converse. Grice did not
get much exposure to the outside world. So, one should know that CP allows human beings to
communicate with each other logically and rationally, but this habit is lost in most parts of the
world. Here, the point is that audience listener may or may not understand the implication of a
speaker's remarks by drawing on an assumption of cooperativeness (Zami 2001 p. 56). In his
theory, Grice states that saying is different from meaning. He contends that speakers can make
the immediate implications and their crowds can induce these proposed significances from their
discussions. Grice thinks about the intelligibility or solidarity of discussions at a reasonable
level, for example, the balanced structure of a discussion.
He is worried about the manners by which we interface our sentences seriously in a
discussion and the explanations behind saying what we do thinking about individuals'
cooperation, especially when various speakers attempt to advance different issues. It may be
observed that their discussion appreciates fractional solidarity. However, it appears that Grice
has a perfect ruler in his psyche. This is the ability to use a language effectively in a pragmatic
context in pragmatic competence. Generally, the risk of misunderstanding a concept arises
between the users with the different intercultural background. L2 learners will not be able to
acquire linguistic and pragmatic development equally. They might end up conveying the
intended intentions and politeness values wrongly. Participants could misinterpret the context
due to the lack of cultural knowledge.
It has been seen that Grice's contribution to pragmatics seems to be flawed. He believed
that people aimed at communicating successfully and effectively to solve their problems. Grice
has wholly neglected the fact that people miscommunicate according to their convenience. Only