Topical issues of language training
in the globalized world
404
Методика преподавания иностранных языков и РКИ: традиции и инновации: сборник
научных трудов VIII Международной научно-методической онлайн-конференции,
посвященной Году педагога и наставника в России и Году русского языка в странах
СНГ (11 апреля 2023 г.)–Курск: Изд-во КГМУ, 2023.–521 с.
(p. 47).
9.
Сатибалдиев, Э. К. (2022). ЯЗЫКОВОЕ КОНТАКТИРОВАНИЕ: БИЛИНГВИЗМ,
ПОЛИЛИНГВИЗМ,
ИНТЕРФЕРЕНЦИЯ.
In
ИНОСТРАННЫЙ
ЯЗЫК
В
ПРОФЕССИОНАЛЬНОЙ
СФЕРЕ:
ПЕДАГОГИКА,
ЛИНГВИСТИКА,
МЕЖКУЛЬТУРНАЯ КОММУНИКАЦИЯ
(pp. 144-149).
THE ROLE OF LINGUOPRAGMATICS IN IMPROVING THE TEACHING
OF ENGLISH
Khalifa Paluanova
DSc, Professor
Uzbekistan State World Languages University
Tashkent, Uzbekistan
Abstract
This study explores the transformative potential of explicit linguopragmatic instruction in
English Language Teaching (ELT). By integrating politeness strategies and implicature, the research
reveals a significant impact on the communicative competence of 150 English learners and 10
experienced teachers. Students showed marked improvement in linguistic and pragmatic awareness,
including the ability to decipher nuances and apply appropriate politeness markers in varied social
contexts. Teacher interviews highlighted the adaptability of linguopragmatic methods, with educators
employing role-playing, discussions, and explicit speech act instruction to engage students.
Challenges such as limited curriculum time and a lack of specialized resources were noted,
emphasizing the need for tailored support and culturally sensitive materials. This research
underscores the importance of linguopragmatic competence in ELT, advocating for its integration
into curricula to equip learners with skills for culturally sensitive and contextually appropriate
communication, fostering global citizens adept in pragmatic interaction.
Keywords: linguopragmatics, English language teaching, pragmatic competence, politeness
strategies, implicature, pedagogical strategies, language learners, language education.
In today’s interconnected world, effective communication in English has
become a crucial asset, transcending beyond mere linguistic skills to facilitate global
connections and collaborations. English Language Teaching (ELT) strategies have
evolved to address the demands of this dynamic environment. One significant
advancement in language education is the study of language use in context, known as
linguopragmatics. This field delves into the subtleties of language elements such as
politeness, implicature, and discourse markers, providing profound insights into
effective communication. Traditionally, ELT methodologies have focused on teaching
Topical issues of language training
in the globalized world
405
grammar, vocabulary, and syntax, forming the foundational aspects of language
proficiency. However, these elements represent only a fraction of what it means to be
truly proficient in a language. Linguopragmatics, a branch of linguistics, emphasizes
the social and cultural dimensions of language use, considering not just the words
spoken but also the intentions of speakers, cultural norms, and the relational dynamics
between interlocutors.
Linguopragmatic competence equips language learners to navigate complex
social interactions, enhancing their ability to express themselves appropriately and
interpret subtle cues in communication. Integrating linguopragmatic principles into
ELT programs goes beyond linguistic accuracy, fostering the ability to interpret context
and engage in meaningful communication. This study aims to explore the integration
of linguopragmatic theories into language pedagogy, examining innovative and
effective teaching methods. It seeks to understand how linguopragmatic instruction
impacts language learners' abilities to grasp communication intricacies, ensuring that
ELT practices are not only linguistically sound but also culturally sensitive and
contextually relevant. By addressing these critical aspects, this research contributes to
the evolving discourse on language education and its role in preparing learners for
global citizenship.
Traditionally, ELT has focused on grammar, vocabulary, and syntax (Rama,
2012). While foundational, these elements do not encompass full language proficiency.
Linguopragmatics examines the social and cultural aspects of language use,
considering the speaker's intentions, cultural norms, and relational dynamics (Searly,
1969). It empowers learners to navigate social interactions, enhancing their ability to
interpret context and communicate meaningfully (Poythress, 2008).
This study explores integrating linguopragmatic theories into ELT, aiming to
innovate teaching methods and improve learners' grasp of communication nuances. It
investigates the best methodologies for embedding these theories in classroom settings,
the most effective pedagogical strategies for developing linguopragmatic competence,
Topical issues of language training
in the globalized world
406
and the extent to which such instruction enhances linguistic proficiency and cultural
awareness.
The study is guided by questions about optimal methodologies for integrating
linguopragmatic theories into ELT, effective pedagogical strategies, and the impact on
students' linguistic proficiency and cultural awareness.
A sequential explanatory mixed-methods approach was used, combining
quantitative and qualitative data. The initial phase involved surveys and tests to
measure linguopragmatic awareness among 150 English language learners. The second
phase included interviews with 10 experienced teachers and classroom observations to
understand the practical application of linguopragmatic concepts.
The study involved 150 English language learners and 10 experienced teachers.
Additionally, three linguistic experts were consulted to validate the findings.
Pre- and post-instruction surveys assessed students' linguopragmatic awareness,
and tests measured improvements in pragmatic competence. Teacher interviews and
classroom observations provided qualitative data on teaching methods and student
engagement.
Quantitative data were analyzed using descriptive statistics, while qualitative
data were examined through thematic analysis to identify recurring themes.
Pre-instruction surveys showed that only 40% of learners had a good grasp of
politeness strategies and implicature. Post-instruction, this figure rose to over 70%,
indicating significant improvement. Inferential analysis confirmed the effectiveness of
the instructional methods. Interviews with teachers revealed themes of enhanced
student engagement, pedagogical adaptation, and resource constraints. Teachers
reported positive impacts from role-playing exercises and real-life scenario discussions
but noted challenges like limited curriculum time and lack of specialized materials.
Classroom observations supported these findings, showing increased student
participation and application of linguopragmatic concepts. Linguistic experts
confirmed the positive impact of explicit linguopragmatic instruction and advocated
for ongoing professional development for teachers.
Topical issues of language training
in the globalized world
407
The study highlights the transformative potential of integrating linguopragmatic
theories into ELT. It shows significant improvements in learners' pragmatic
competence, echoing findings by Kasper and Rose (2011) and extending beyond
traditional textbook-based approaches (Alemi & Irandoost, 2012). The thematic
analysis revealed practical challenges and innovative solutions in teaching
linguopragmatics, emphasizing the importance of context and cultural norms in
communication. Despite these successes, challenges like limited curriculum time and
resource shortages persist, as noted by Bardovi-Harlig (2001). The study calls for
collaborative efforts to develop comprehensive teaching materials and professional
development programs aligned with linguopragmatic principles.
The integration of linguopragmatic theories into English Language Teaching
(ELT) marks a significant paradigm shift in language education. This study has
demonstrated the transformative potential of incorporating linguopragmatics into ELT,
showing substantial improvements in learners' pragmatic competence and their ability
to navigate complex social interactions. The findings reveal that explicit instruction in
linguopragmatics, particularly in areas such as politeness strategies and implicature,
significantly enhances students' communicative abilities, preparing them for real-world
conversations that are both linguistically accurate and culturally appropriate.
Moreover, the adaptability of linguopragmatic instruction within diverse
teaching methodologies has been highlighted. Creative approaches, such as role-
playing exercises and interactive discussions, have proven effective in engaging
students and fostering a deeper understanding of linguopragmatic concepts. Despite
the challenges of limited curriculum time and a lack of specialized resources, the study
underscores the feasibility and necessity of integrating linguopragmatic principles into
ELT.
As the field of linguopragmatics in ELT continues to evolve, this research
emphasizes the need for further exploration and innovation. Longitudinal studies are
essential to understand the long-term impact of linguopragmatic instruction on
learners’ communicative competence. Comparative studies across various cultural
Topical issues of language training
in the globalized world
408
contexts can provide a more comprehensive understanding of the universal and
culturally specific aspects of linguopragmatic competence.
In conclusion, this study reinforces the importance of linguopragmatic
competence as a fundamental component of language education. By integrating these
theories into ELT, educators can equip learners with the skills necessary for effective
and culturally sensitive communication, fostering global citizens who can navigate
diverse sociocultural landscapes with confidence and respect. It is incumbent upon
educators, policymakers, and researchers to champion the integration of
linguopragmatic principles, ensuring that future generations of communicators are not
only fluent in language but also adept in the subtleties of pragmatic interaction.
References
1.
Alemi, M., & Irandoost, R. (2012). Pragmatic competence and language learning.
Journal of
Language Teaching and Research
, 3(4), 803-810.
2.
Bardovi-Harlig, K. (2001). Evaluating the empirical evidence: Grounds for instruction in
pragmatics? In K. Rose & G. Kasper (Eds.),
Pragmatics in language teaching
(pp. 13-32).
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3.
Kasper, G., & Rose, K. R. (2011).
Pragmatics in language teaching
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Poythress, V. S. (2008).
In the beginning was the word: Language--A God-centered
approach
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5.
Rama, J. (2012).
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Pragmatics
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ИНТЕРФЕРЕНЦИЯ.
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Применение специализированных корпусов в анализе полисемантических
терминов
Раджабова Гулноза
УзГУМЯ, старший преподаватель
Аннотация
Эта статья посвящена области лингвистики и фокусируется на важной роли
оцифрованных текстовых коллекций, известных как корпусы, в лингвистических
исследованиях. Корпусы служат незаменимыми ресурсами, предоставляющими обширный
набор данных для лингвистического анализа. Их полезность значительно увеличивается
благодаря программам конкорданса, специализированному программному обеспечению,
которое облегчает детальное исследование текстовых коллекций. Эти программы, особенно
их функция конкорданса, играют ключевую роль, позволяя лингвистам исследовать языковые
модели, находить совпадения и выполнять расчеты частотности. Цель данной статьи –
прояснить методологии и приложения анализа корпусов в лингвистике, предоставив
всесторонний обзор процессов и инструментов, используемых для извлечения значимых
выводов из текстовых корпусов.
Ключевые слова: лингвистика, корпусы, программы конкорданса, инструменты
WordSmith, текстовый анализ, языковые модели, сравнительный анализ, анализ значимых
слов.
Исследование человеческого языка, сложного полотна, сотканного из слов
и значений, представляет собой множество вызовов и возможностей, особенно в
области анализа полисемантических терминов. Полисемия, явление наличия у
слов нескольких значений, является естественным аспектом языка,
добавляющим ему сложности и богатства. Эта статья стремится осветить
значительную
роль
специализированных
корпусов
в
расшифровке
многослойных значений полисемантических терминов, важных в различных
областях, таких как обработка естественного языка, лексикография и
семантический анализ. В лингвистических исследованиях корпусы,
представляющие собой оцифрованные текстовые коллекции, предлагают
неисчерпаемый кладезь данных для анализа. Настоящая польза этих корпусов,
однако, реализуется через использование программ конкорданса. Эти
специализированные инструменты облегчают выполнение ряда функций для
