Teaching Pragmatics Through the Use of Media

Running head: TEACHING PRAGMATICS THROUGH THE USE OF MEDIA

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Abstract
Those who have been raised in one culture and context since they
were children have the benefit of picking up pragmatics from their parents
and peers. Many learners of English, however, learn the language in their
schools, but the English they learn is usually prescriptive grammar, or
material from text books on structured English speech. Yet in order for
students to learn how to use the language they must be aware of pragmatic
speech acts. Many teachers choose to lecture students on the different types
of social pragmatics using traditional textbooks. However a more effective
way to show pragmatics in action is by using realistic media such as movies,
TV shows, and video clips in conjunction with traditional methods. Giving
students the opportunity to explore manipulating learned words and phrases
in different contexts enables them to learn how to interact effectively in
different social situations.

Keywords: Pragmatics, TV shows, sitcom, big bang theory, speech acts

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Pragmatics is utterances that are interpreted and understood based on

context, circumstances, and instances rather than just literal meaning.
According to Yule (1996) people not only produce utterances containing
grammatical structures and words, they perform actions via those utterances
(p.47). The actions performed and inferred from these utterances are called
speech acts. Speech acts can include requesting, commanding, questioning,
inviting, promising, complaining, and complimenting. One of the many ways
to classify speech acts is direct and indirect speech. Direct speech acts are
when there is a direct relationship between a statement and action. Indirect
speech acts are when there is an indirect relationship between a statement
and action (Yule, 1996, p. 54-55). By understanding and using speech acts,
language learners can take what they know and apply it to the situations and
contexts they may face. Being aware of pragmatic differences can help
language learners communicate more successfully. As stated by Read (1999),
it is important to note that what is considered appropriate in one context or
culture may not be appropriate in another (p. 171). Being able to function in
different social contexts requires more than just knowing a languages
vocabulary and grammar.
Learners must be able to use language that is appropriate to the
situations they are in because failure to do so may cause the speaker to miss
key points that are being communicated or cause misunderstandings (Judd,
1999). For example if someone says Bill is having a party, you must come!
this can be interpreted as an imperative. The speaker could be making a

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command and using the literal meaning of the sentence or the statement
could be an invitation indicating that Bill has a party and the speaker would
like the listener to come. An even more imperative reason to be
pragmatically aware, is that there is often a possibility of a complete
communication breakdown which can lead others to believe that the speaker
is rude, insensitive, or incompetent (p. 152).
Popular media is one nontraditional method of instruction that allows
learners to observe real instances of pragmatic language use and its results.
It can add to and compliment a course that relies on the more traditional
textbooks and classroom materials. Because EFL learners have few chances
to use English outside of their school, popular media is an excellent resource
for these classes. This point can further be seen in Washburns analysis
where EFL students are limited in their contact with native speakers to
conversations of a routine and specific nature. By using TV shows, movies
and sitcoms in class, students are given an opportunity to see how English
speakers communicate with each other, showing the real-life violations of
pragmatic norms and their consequences (2001). Quaglios (2008) research
on the sitcom Friends found that the language in Friends shared core
linguistic features with real life conversation and overall was a fairly accurate
representation of face-to-face conversation. Since students in EFL settings
might not be able to get access to live conversations between two English
speakers, using sitcoms like The Big Bang Theory or Friends is one way to
help students focus specifically on speech acts and their results.

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Washburn (2001) also states that because viewers of the sitcoms are
not directly involved with the interaction, they may have an easier time
focusing on and analyzing the patterns and forms of the pragmatic language
use. Only by observing they can learn to mimic and understand the
pragmatics of the language and the context it is in. Observing is usually
easier and less intimidating than contemplating an appropriate reply
immediately. Rose (1997) claims that an advantage of film data over
naturally-occurring speech is that it contains the discourse context in which
the speech act takes place, which is virtually impossible with
eavesdropping/notebook data collection.
A benefit to using video media as a way to teach pragmatics is that
when an inappropriate speech act is used, it is usually explicitly shown in the
other characters reactions toward what was said. When students see this,
they understand that something happened and by going back they can see
what it was, analyze it, and learn from it. Teachers can use sitcoms, such as
The Big Bang Theory, as a source of examples. There are many activities that
can be created including critical thinking, analyzing what was appropriate or
inappropriate behavior, and observing how speech acts can have different
meaning depending on the context in which they are used.
The Big Bang Theory is about four scientists, Leonard Hofstadter,
Sheldon Cooper, Howard Wolowitz and Raj Koothrappali who are all quite
intelligent but also socially awkward. Sheldon Cooper is the most socially
inept and unaware of all the characters. He is unknowingly inappropriate and

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his speech acts are always direct; whereas other characters generally use
indirect speech. He is an example of what not to do because he does not
realize how the situation he is in affects the nuances of what he says.
Although his character can be considered inauthentic due to exaggeration,
this can be a benefit because the students are explicitly shown his speech
acts and their consequences.
In season six episode seven of the Big Bang Theory, Sheldon is
interviewing his friend Wil Wheaton, a famous actor. However, Wil Wheaton
and Sheldons girlfriend Amy have a dispute. Amy takes Sheldon to the side
and complains (see figure one part one). In part two, hours after the
interview and scenario in part one, Sheldon is talking to Amy through Skype.
Figure

PART I
1. Amy: I dont care for your friend. Hes being rude to me. You need to ask
him to leave.
2. Sheldon: Amy, you cant just ask Wil Wheaton to leave. Hes a minor
celebrity. Should I explain to you who he is? Many people recognize him.
3. Amy: Fine, then maybe I should go.
4. Sheldon: Could you? That would solve everything. You are the best. Ill see
you at dinner tonight.
5. Amy: You sure you wouldnt rather have it with your friend Wil Wheaton?
6. Sheldon: Come to think of it, I would. You little lady are on fire.
PART II ~Later that night~
7. Amy: Im mad at you Sheldon.

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8. Sheldon: Eat one of your Luna bars. You know very often when women
think theyre angry, theyre really just hungry.
9. Amy: Im not hungry. Youre friend insulted me and you didnt do anything.
10. Sheldon: Precisely, I didnt do anything, now does someone feel like
checking her emotional math?
11. Amy: Sheldon Im your girlfriend and you should have taken my side,
thats it, end of story, good night.
Amy uses an indirect speech act (Figure 1, line 5) which is sarcasm.
However, Sheldon understands it as a direct speech act (line 6) and thanks
Amy for her consideration. Because of Sheldons inability to understand
indirect speech acts, he is seen as rude and incompetent. Again later that
night, as Sheldon and Amy talk, Amy tells him that he didnt do anything
(Figure 1, line 13). However, she meant it as he did not do anything to
defend her but Sheldon took it as the literal meaning of a lack of action. He
assumes that the whole situation is Amys fault.
An activity teachers can do with sitcoms would be to ask students how
the action of the statements (underlined in figure 1) have different meanings
based on the context. This can allow students to critically think about the
meanings of one phrase, and try to think of contexts that would change the
meaning of this phrase. Speech acts are not the only things students can
learn from media. The teacher could also discuss about vocabulary and
cultural themes such as how Sheldons fashion shows he is a member of the
nerd culture, where intelligent people have socially awkward hobbies such as
gaming or cosplaying.

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Although this paper only discusses one sitcom, teachers are not limited
to this. There are many genres the teacher can choose from. However, the
benefit of The Big Bang Theory is that it makes it clear when speech acts are
pragmatically negative and are therefore easier for the teacher and students
to see and understand.
Media is particularly useful because teachers can stream, buy, or rent
sitcoms and films to show in their classrooms. Not only this, but they can be
used alongside transcripts and textbooks thus providing extra resources for
the teacher. Learning general skills of English, such as grammar, reading,
writing and listening, is of course necessary, however, learning how words
themselves can be used to cause different actions and reactions are just as
important. Media has many uses but there are some limitations. Although
media is readily available, finding initial material and excerpting any videos
or clips for classroom use can be time consuming. One thing that teachers
must consider is that context is important to understand speech acts,
therefore it might be necessary to show longer parts of a video than
expected in order to show both the speech act and the context in which it is
placed.

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References
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Rose, K. (1997). Film in interlanguage pragmatic research. Perspectives, 9
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Biography: Rachel Manley graduated with an MA in Linguistics from the

University of South Florida. She has taught in both EFL and ESL settings in
the US and foreign countries such as Japan, China and Taiwan. Rachel has
worked with all age groups, from elementary to university and adult level.