The presentation covered three main parts: an introduction, major themes about culture and social norms, and a conclusion. It discussed pragmatic competence as the ability to communicate appropriately within a sociocultural context. Several sociocultural factors that impact pragmatic competence development were explored, such as beliefs, behaviors, verbal and nonverbal language, and levels of directness. The presentation also provided examples of how meanings can vary depending on gestures and context. It concluded that sociocultural factors influence pragmatic competence development and offered a method for teaching these skills.
The presentation covered three main parts: an introduction, major themes about culture and social norms, and a conclusion. It discussed pragmatic competence as the ability to communicate appropriately within a sociocultural context. Several sociocultural factors that impact pragmatic competence development were explored, such as beliefs, behaviors, verbal and nonverbal language, and levels of directness. The presentation also provided examples of how meanings can vary depending on gestures and context. It concluded that sociocultural factors influence pragmatic competence development and offered a method for teaching these skills.
The presentation covered three main parts: an introduction, major themes about culture and social norms, and a conclusion. It discussed pragmatic competence as the ability to communicate appropriately within a sociocultural context. Several sociocultural factors that impact pragmatic competence development were explored, such as beliefs, behaviors, verbal and nonverbal language, and levels of directness. The presentation also provided examples of how meanings can vary depending on gestures and context. It concluded that sociocultural factors influence pragmatic competence development and offered a method for teaching these skills.
The presentation consists of three major parts starting by an introduction,
followed by major themes and concept related to the topic in hand such as culture, social norms, traditions in addition a part illustrating a way to teach pragmatic competence and finished by a conclusion restating the main objective and idea of the presenation. In the introduction, various definitions of pragmatic competence were provided. Pragmatic competence refers to the ability to communicate appropriately in a sociocultural context. A key question was raised during this presentation : what are some sociocultural factord that may impact the development of pragamtic competence ? students had diverese answers in this regard as some of them said that learning in the foreigner country could help the development of pragmatic competence. Indeed, those sociocultural factors have their influence on the development of pragmatic competnce. For instance, our beliefs do not only guide our behavior but also shape our understanding of certain matter. As muslims, we believe that speaking in the toilet is inappropriate ; thus, knowing about this behavior could open the eyes to understand others especialy if the interlocuter is not a muslim. Therefore, if we succeed in adjusting our language in a accordance with the sociocultural factors, we can say that we have made a step forward in the process of developing pragmatic competence. Another idea reoccured during the presentation is that verbal and non-verbal language. We came to conclude that non-verbal language is also influential sometimes more the verbal language itself. For example, some one who does not want to speak with while he is in the toilet could be considered as ignorant because silence is also an indicator that people may interpret differently. While we were Speaking of interpratation, we learned that it is the most fundamental part of exchanging messages or pieces of information ; inaccurate interpretation of the message means that the receiver is not acquainted with concept related pragmatics such as the ideas of John R. Searl or Austin, to name only a few, which allow you detect the type of the message and the implicature or simply put the unsaid. In relation to the previous idea, a key question was raised which goes as follows : why are Moroccan people more indirect in their speech ? for example, if someone asks another person for money, he or she would violate the maxim of quantity by telling him or her too much pieces of information than needed instead of providing their reason directly. An interaction concerning this idea took place ; some students said that we, as moroccans, tend to be indirect in our speech in order to be polite, and another student said that it is because we need to maintain our social relationships or empathize. Still, this idea of being indirect results in violating the maxim of quantity. However, one student said the idea of being direct or indirect is relative ; that is, it is dependent on the person you are talking to, for what purpose, and in what context. The presenter provided an example of how words can have different meanings if accompanied with certain gesture . For instance, a student asking his teacher whether or not he can eat inside the classroom, and the teacher said ‘yes‘ with head gesture which indicates ‘no’. Firstly, a remark was given to this example which is that teacher’s job is to educate students not to eat inside the classroom. But, the idea that ‘no’ does not always mean ‘no’ is clear. the presentation included other sociocultural factors such as the idea of ‘honorifics’ which refers to some ways of adressing people with heigher status. For instance, in our moroccan context, we show respect by adding ‘Si’ in the begenning of someone’s name like ‘ Si Mohamed’. It is important to know about those honorrifics to understand and interact with people approrpiately. The presentation also included a way to teach pragmatic competence starting by letting the students obsereve how people interact differently, then allow them to dissucus and analyze the situation and finally engage in an action plan to act appropriately. In the conclusion, he restated the idea that sociocultural factors are influencial in the development of one’s pragmatic competence. Finally, a crucial remark was provided by the professor which is that the presenter needs to add more examples to illustrate and enrich his presentation.