Developing Pragmatic Competence Through The Teaching of Literary Work  

Oleh:

Sosiowati, I Gusti Ayu Gde

Jenis: Article from Proceeding
Dalam koleksi: The 62st TEFLIN International Conference: Teaching and Assessing L2 Learners in the 21st Century, Denpasar, 14-16th September 2015, Book 2, page 204-210.
Topik: Pragmatics competence; pragmalinguistics; communicative competence
Fulltext: hal 204.pdf (15.04MB)

Isi artikel

The purpose of language teaching is to achieve communicative competence, which means knowing how to use the language for various purposes and functions in various situation (Harmer, 2006). However, when talking about communicative competence there is a tendency that the idea refers only to the speaker’s competence. The one side ability will not lead to condition in which the goal of communication can be achieved. The hearer must be able to decide the intended meaning of the speakers rather than just listen to the verbal language. The ability to find out the intended meaning is called pragmatic competence, that is the ability of the hearer to understand what the real meaning of an utterance said by a speaker by putting context into consideration. The pragmatic competence can be developed by using literary work, specifically prose as the teaching material. The reason for using it is that there are conversation in the work and the conversation is completed by context that can be used to determine the meaning of the utterancces. In the teaching process the students are not only taught about pragmalinguistics, but they will also be taught how decide the meaning of an utterance based on the context.The development process will be done on the bases of Pragmatics theory (Leech, 1983) and English Language Teaching theory (Harmer, 2006) from which students can trained themselves how to understand the implicit meaning. The mastery of pragmatic competence is expected to be able to complete the communicative competence.

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