Pragmatics in English Language Learning: Impact on Students

This assignment delves into the significance of pragmatics in English language learning, emphasizing the relationship between learners and the linguistic forms they use. It highlights how pragmatics provides context for language acquisition and examines the impact of classroom environments on the learner's use of pragmatic features. The assignment discusses the application of pragmatic principles in teaching, including techniques such as using visual aids, facilitating group discussions, and developing interactive lesson plans. It emphasizes the importance of teachers' understanding of pragmatics for designing effective lesson plans and teaching strategies. The assignment references key studies and provides insights into how teachers can enhance their students' English language learning experience through pragmatic approaches. It also covers the importance of the 'silent period' and how teachers can address it for better learning outcomes.

Running head: USE OF PRAGMATICS
USE OF PRAGMATICS
Name of the Student
Name of the University
Author notes

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USE OF PRAGMATICS
The study of pragmatics is related to the relationships between the learner and the form of
linguistics that the learner uses. Pragmatics gives the context to the language learning. This is the
part of linguistics that studies about the way in which a language is perceived, comprehended
and used in social context (Taguchi & Roever, 2017). Hence it is important for the English
learners’ development of the language knowledge. The use of pragmatic can be helpful in
understanding the philosophy of the learners and how they are going to respond to the teacher’s
lessons of the language. The lessons can be modified accordingly so that the learner can get the
best English language training.
The factors in classroom lesson casting impact on the learner’s choice of Pragmatic
features in oral communication are association of the individual with the pragmatic development,
impact of the implicit and explicit instructions in the classroom and discourse and context of
practices in classroom environment.
Some of the most effective techniques for the class of language are using visual aids for
instructions and lessons, building groups for the students to speak in English language among
themselves and building an interactive lesson plan so that the student can have a conversation in
the class in English language. For all these, the teacher has to be patients and initially honour the
‘silent period’ of the students.
The topic of pragmatics is linked to the conceptual framework and teaching preparation.
The teachers having the idea of pragmatics and its use in teaching English language can deliver
better lesson plans and teaching techniques (Cohen, 2017).

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USE OF PRAGMATICS

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USE OF PRAGMATICS
References
Cohen, A. D. (2017). Teaching and learning second language pragmatics. Handbook of research
in second language teaching and learning, 3, 428-452.
Taguchi, N., & Roever, C. (2017). Second language pragmatics. Oxford University Press.