View Content #19096

by Julie Sykes, CASLS Director

Dimensions of Second Language Pragmatics for Interpersonal Speaking

Rudy has arrived at his host family, settled in, and learned his way around the city. He soon learns he will need to take some additional, unexpected items on a school excursion the coming weekend and needs to go to the store at the last minute. He knows all of the words and structures, but is not entirely sure how to combine them, who to ask, or when he needs to ask to get to store.  He soon realizes, despite excellent grades in his language classes and a few weeks abroad, he is still missing the critical pragmatic knowledge to ask for a favor in the most appropriate way possible. 

Second Language Pragmatics is a key component of successful interpersonal interactions and would help Rudy solve his dilemma.  Defined by Yule (1996) as “meaning as communicated by a speaker (or writer) and interpreted by a listener (or reader)” (pp.3-4), pragmatics entails the various dimensions of interaction that guide speakers on what to say and listeners on ways to interpret what is being said.  In both foreign and second language classrooms, explicit pragmatic instruction can have a strong impact on the development of successful interpersonal speaking skills. 

Pragmatic dimensions can be embedded in lessons starting at novice-level courses and continuing through the advanced and superior level courses.  Learning strategies for considering each dimension can be helpful in making strategic language choices for successful interaction.

1. Power: The power relationship between two interlocutors is a determinant for both selecting the structures to use, as well as who can and cannot be addressed in various scenarios.  Power can be equal, lie with the hearer, or lie with the speaker. Take, for example, Rudy’s request for a favor. In his case, the host family (hearer) is in a slight position of power and, depending on the language, strategies will be needed to address this slight imbalance.  Learners can be taught to recognize power dynamics and adapt language as needed based on a variety of power dimensions.
2. Rank of Imposition: Rank of imposition determines the level of inconvenience, as well as the appropriateness of even making a request at all. In Rudy’s case, the rank of imposition could increase if the weather is bad, if the family had recently gone to the store, or if transportation is difficult. Learners can recognize rank of imposition and add or take away mitigators based on the level of imposition.
3. Solidarity: Solidarity refers to how close people are.  If Rudy is close to his host family the request is quite different from they are still strangers.  Learners can be taught ways to analyze solidarity to determine the appropriate language to use.

This week’s Activity of the Week provides a sample activity for addressing each of these dimensions and helping learners ask various favors in a variety of contexts, ideally avoiding Rudy’s dilemma next time they need to ask a favor of their own.