Professional Documents
Culture Documents
EFL learners
Supaporn Manowong
(pp. 138-148)
ISSN: 2186-4691
Proceedings URL: http://iafor.org/acll_proceedings.html
iafor
The International Academic Forum
www.iafor.org
Osaka, Japan
SUPAPORN MANOWONG
Maejo University, Thailand
supapornm1@gmail.com
Pragmatics
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I. Introduction
A successful and effective communication requires not only linguistic competence,
but also pragmatic competence which includes the ability to understand or produce meaning
in communicative contexts. According to Lee (2002), native speakers of English usually use
pragmatic strategies in order to play with words to achieve various communicative effects.
For instance, in order to criticize something being discussed, people often do not say exactly
what they intend to communicate as in the following dialogue:
George:
Sheila:
George:
From the above dialogue, Sheila does not directly say, I dont like that house., but she is
damning the house with faint praise to imply that more important aspects of the house are not
so nice. This kind of indirect speech is called conversational implicature (Broersma, 1994).
Green (1989 cited in Bouton, 1994) considers conversational implicature as an ordinary
conversational strategy which is part of proficient speakers communicative competence.
Yule (1996) explained that conversational implicature or implicature is an additional
conveyed meaning and it needs to be interpreted based on contextual knowledge to be
understood.
From a pragmatic point of view, it is therefore important for EFL students to be able
to understand what a native speaker intends to convey. That means they have to recognize
speakers intended meaning conveyed in his or her literal utterance and then make an
inference about a speakers intention appropriately (Taguchi, 2005). Ultimately, this ability
would help improve students communicative skills as well as prepare EFL students to be a
proficient language learner who is able to carry the effective and successful communication
using an appropriate conversational strategy and know how to encounter with communicative
situations that require interpretation.
To explain how conversational implicature works, Grice (1975 cited in Bouton,1994)
notes that all participants in a conversation expect themselves and the others to conform to
conversational maxims, which Grice defines as the Cooperative Principle which includes the
Maxim of Quantity, Quality, Relation (Relevance), and Manner, as shown in Table 1.
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Yule (1996) explains that in general people involved in a conversation are assumed to
cooperate with each other by providing an appropriate amount of information, telling the
truth, being relevant, and trying to be as clear as they can. However, when literal meaning of
what people hear does not seem to have these characteristics caused by any apparent violation
of the maxims, the hearer must infer that the speaker is implying something different and
look for another meaning for what has been said (Grice 1975 cited in Bouton, 1994).
To understand conversational implicatures, contextual factors are taken into account.
Grice, (1975) as cited in Bouton (1994), explained that in order to interpret implicatures
accurately, the speaker and the hearer must share knowledge which include the utterance
from which the implicature is to be interpreted; the roles and expectations of the participants
in a conversation; the context of the conversation; and the world around them connected to
their interaction. According to Jung (2002), the process involving inferencing is based on a
set of rational and the Cooperative Principle, which all participants in the conversation are
expected to observe for successful communication. Lee (2002) stated that assuming that a
speaker in a conversation is being cooperative, an inferential process is then made based on
shared cultural knowledge and presuppositions to arrive at an interpretation of the speakers
intended message. In order to make sense of more than what is said, apart from knowledge of
grammar and lexicon, Taguchi (2005) pointed out that other contextual knowledge such as
schemata, cultural background, or knowledge of the world must be supplied, as well.
Conversational implicatures have different types and some types may be particularly
difficult or easy for EFL students to understand (Boersma, 1994). This paper focuses on the
ability of students to interpret different types of conversational implicatures in English. The
ability to interpret English conversational implicatures refers to the ability to recognize a nonliteral utterance in the form of implicature and to correctly understand the meaning that is not
explicitly stated in an utterance.
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comprehension as well as their ability to draw a correct inference of Thai EFL students, this
study therefore was conducted. It aimed to investigate to what extent Thai EFL students are
able to interpret conversational implicatures and what factors underlie the students ability to
understand implicatures.
III. Methodology
Participants
The study included 40 Thai EFL students. All of them were second-year English
majors at a Thai university. Their native language is Thai and they have been taught by native
English teachers in some English courses, namely Aural-Oral I and II courses.
Instrumentation
The students ability to interpret English conversational implicatures was assessed by
a conversational implicature test consisting of 15 items. The test included different types of
implicatures, namely a conversational expression or the Pope Question, understated negative
criticism, relevance, irony, sequence, and the minimum requirement rule. Each item on the
test consists of a situation, a dialogue and a question containing implicature that students
were to interpret. The 15 test items were selected from those of the conversational
implicature test items designed by Bouton (1994) and used by Lee (2002) in her study.
In order to obtain students personal information and their general knowledge about
language in use, the questionnaires were also used in this study. In addition, a think-aloud
procedure was conducted in order to obtain information about the process of making
inferences and the factors underlying the interpretation.
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15
Mean score
4.5
Mean % correct
30.17
Standard Deviation
1.8
1-9
The range of raw scores suggests that there are differences between students performance,
however the standard deviation is very small. The mean score shows rather poor performance
of the students in interpreting implicatures. It also appears that the student with the highest
score (9) is the student having the highest average scores in all English courses, as reported in
the personal information on the questionnaire. This shows the similar finding between this
study and the study by Lee (2002), who found out that learners with high linguistic and
pragmatic strategies are likely to make an accurate inference or be able to derive correct
interpretation of the conversational implicatures. It can be said that the rather low mean score
as well as the low raw scores on the performance in interpreting conversational implicatures
may be due to the students low English linguistic proficiency which inhibits them from
making the correct inferences of the conversational implicatures in English.
Additionally, to find out what factors underlie the students ability to understand
implicatures, data from the think-aloud protocols shows the reason why many students were
not able to choose the correct interpretation.
Some students said that they could not make any sense of the conversations or the
situations given because of their limitation of lexical meaning. It can be said that lack of
linguistic competence in terms of grammar or vocabulary can hinder the English
comprehension. For example, in the expression Is the Pope Catholic?, one student showed
no knowledge about the word Pope or even Catholic. Besides, some students accepted
that drawing an inference of the conversational implicature in English was difficult and
frustrating for them to do because they did not know the meaning of the words or phrases.
Thus, it is not surprising that the students who cannot understand surface meaning or literal
meaning are not able to draw non-literal meaning either. This fact explains why the students
are not able to make satisfactory scores of the implicature test.
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Table 3
Tabulations of responses according to the items in the conversational implicature test
Items
(1)
(2)
(3)
(4)
(5)
(6)
(7)
(8)
(9)
(10)
(11)
(12)
(13)
(14)
(15)
Types of implicatures
Quantity-understated negative criticism
Quality-irony
Quantity-understated negative criticism
Quality-conversational expressions
Relevance
Quantity-be sufficiently informative
Manner-be orderly
Relevance
Quality-conversational expressions
Quality-irony
Quantity-understated negative criticism
Quantity-be sufficiently informative
Relevance
Relevance
Relevance
% of students
with correct answer
5
30
22.5
17.5
45
15
32.5
67.5
30
20
12.5
50
27.5
25
52.5
From Table 3, the highest percentage of correct answer was for item (8) concerning a
relevance implicature. The test item (8) is shown below:
(8)
Frank: Where is Rudy, Helen? Have you seen him this morning?
Helen: Theres a yellow Honda parked over by Sarahs house.
What Helen is saying is that.
a.
b.
c.
d.
She just noticed that Sarah has bought a new yellow Honda.
She doesnt know where Rudy is.
She thinks Rudy may be over at Sarahs house.
She likes yellow Honda and wants Frank to see one.
This reveals that most students can interpret implicature based on logical reasoning
without much difficulty. From the situational context given, they could easily arrive at the
assumption that the yellow Honda belonged to Rudy. In the same way, from the study of Lee
(2002) it showed that both native and non-native informants performed similar pragmatic
strategies to arrive at the same interpretation of this kind of conversational implicature which
appears to be logically universal in its use. On the other hand, some types of conversational
implicatures may be found difficult by most students. According to the data from the think
aloud procedure, conversational implicatures that are related to cultural values are difficult to
interpret. Test item (1) is one example of conversational implicatures that cultural knowledge
plays its role.
(1) Two teachers are talking about a students term paper.
Mr. Ranger:
Mr. Smith:
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Mr. Ranger:
Mr. Smith:
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The obtained data showed that some students considered the utterance I dont know.
I dont think Im a very good judge of chili. a way to avoid criticizing someone or
something, not a way to criticize someone or something indirectly as the speaker intended to.
It appears that in general most Thais try to avoid commenting someone especially a person
with a higher status because it would be impolite and disrespectful to do so. The cultural
differences and personal belief or experience therefore could be possible factors causing
misunderstanding between people with different backgrounds. Therefore, it requires some
knowledge about English or American culture and pragmatic skills to understand some types
of implicatures and then to arrive at the correct interpretation.
Interestingly, one student mentioned that in order to understand a particular
conversation with conversational implicature, she had to imagine how the dialogue would be
like and how the interlocutors would express themselves in terms of tone of voice, intonation,
facial expressions and the like. Lee (2002) mentioned that these kinds of suprasegmental
features are considered important because they are used to carry meaning in addition to the
lexicon. It may be said that not being aware of the role of suprasegmental features in
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V. Implications
To develop Thai EFL students pragmatic competence as well as proficiency in
interpretation of conversational implicature, explicit instruction of implicature is preferably
recommended. Given the fact that explicit instruction of implicatures can be beneficial to
Thai EFL students, teachers role is necessarily important in making students aware of
implicatures as normal tools of indirect communication in English. That means teachers
should provide examples of different types of implicatures and more importantly sufficient
practices to allow students to exercise inferential skills, and a discussion to deepen their
understanding of reasons behind implicature employment should be included. Through
explicit classroom instruction, EFL students will then be able to acquire the necessary
strategies to manage communicative contexts where conversational implicatures may exist.
Besides, teachers should incorporate awareness raising activities on how stress,
intonation, and tone of voice can provide clues for interpretation of implicature in
conversation. Lee (2002) suggests that vocabulary and expressions are needed to be taught in
full context with appropriate gestures, facial expressions, intonation and tone. Furthermore,
teachers need to take into account the cultural knowledge enhancement in order to assure
EFL learners of correct and appropriate interpretation of the meaning of an utterance in the
context, since some types of implicature are required to make inferences based on cultural
knowledge of the target language.
Since EFL classroom has a limited range of social interactions, preparing rich,
meaningful and adequate input for EFL students is necessarily required. Using authentic
texts to expose EFL students to language used by native speakers in a variety of contexts is
very essential. Effective sources for authentic materials can be media clips from television
shows or movies which are easy to access from the Internet (Lee, 2002). Other sources of
language which is performed in real language contexts can be an email correspondence,
advertisement, comic strips, or recorded conversations. Meaningful language in use, if
appropriately selected and presented, shall give students an edge in pragmatic competence.
A successful communication requires linguistic as well as pragmatic competencies
since they both are essential elements of foreign language teaching and learning. In crosscultural communication, the process of making inferences of implicatures may be a problem
preventing EFL students from achieving conversational goal. Therefore, in order to avoid
communication breakdown as well as to develop communicative competence of Thai EFL
students, the study concerning pragmatic aspects including conversational implicature should
be promoted in Thai EFL classroom.
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References
Bouton, L. F., 1994. Can NNS skill in interpreting implicature in American English be
improved through explicit instruction?, [online] Available at:
<http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERIC
ExtSearch_SearchValue_0=ED398742&ERICExtSearch_SearchType_0=no&accno=
ED398742> [Accessed 11 January 2008].
Broerma, D., 1994. Do chicken have lips? Conversational implicature in ESL classroom,
[online] Available at: <http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?
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hType_0=no&accno=ED377707 > [Accessed 11 January 2008].
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English. The Korean TESOL Journal, 5 Fall/Winter, pp.1-26.
Taguchi, N., 2005. Comprehending implied meaning in English as a foreign language. The
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Yule, G., 1996. Pragmatics. Oxford: Oxford University Press.
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