WEEK 12 — ENGLISH

Pragmatic Competence, Writing, Barriers, Context, Resume & Email

PART 1: PRAGMATIC COMPETENCE & COMMUNICATIVE CONFIDENCE

1. Purpose of Language Learning (Core Idea)

Language learning is not just about speaking fluently.

The goal is:

Accuracy → Confidence → Impressive Communication

2. Communicative Confidence (Key Concept)

Communicative Confidence is a term used to explain why some speakers sound convincing while
others don’t.

It is built from three competencies:

1. Communicative Competence
Ability to convey and understand messages effectively.

2. Linguistic Competence
Internal knowledge of grammar and structure (accuracy).

3. Pragmatic Competence
Ability to use language appropriately in real socio-cultural contexts.

Formula

Communicative Competence

• Linguistic Competence

• Pragmatic Competence
= Communicative Confidence

3. Linguistic Competence vs Pragmatic Competence

Linguistic Competence

• Also called grammatical competence

• Internal, subconscious knowledge of language rules

• Focuses on accuracy

• Known as I-language (internal language)

• External use of language (speaking/writing)

• What listeners and readers perceive

Pragmatic Competence

• Understanding how meaning changes with context

• Knowing:

o what to say

o when to say it

o how to say it

o when not to say it

Both linguistic and pragmatic competence are necessary for effective communication.

4. Why Accuracy Matters

• Accuracy is the foundation of confidence

• Fluent but inaccurate speech sounds unconvincing

• Grammar + pragmatics together create natural language

5. Important Thinkers & Theories

M. A. K. Halliday

• Learning language is not like learning swimming or driving

• Language learning is the foundation of all learning

• Understanding language learning = understanding learning itself

Charles Darwin

• Humans are genetically designed to speak

• Speaking is instinctive (babbling in infants)

• Writing is learned, not instinctive

• Many people speak fluently but cannot write

Noam Chomsky

• Rejected stimulus-response (habit formation) theory

• Language is generated by a mental generative mechanism

• Asked three key questions:

2. How is it acquired?

3. How is it used?

• Children acquire grammar subconsciously

• Adults must learn rules consciously

6. Role of Input in Language Learning

• Listening and reading are essential

• More input → faster mental processing → better output

• Even imperfect input helps learning (children learn from fuzzy input)

7. Socio-Cultural Context in Grammar (VERY IMPORTANT)

Language structure changes across cultures.

Example 1: Possession in Hindi vs English

English

• Raju has two kids.

• Raju has two cars.

Hindi

• Kids: Raju ke do bacche hain

• Cars: Raju ke paas do gaariyaan hain

→ Hindi changes grammar based on what is possessed

Example 2: Want vs Need in Hindi

English

• Raju wants a pen.

• Raju needs a pen.

Hindi

• Natural: Raju ko kalam chahiye (needs)

• Unnatural: Raju kalam chahta hai

Insight
 • Hindi avoids expressing direct desire for material objects

• Desire verb works better for actions:

o Raju ghar jaana chahta hai

Special note

• “Raju peena chahta hai” may imply alcohol unless object is specified
(Same pragmatic implication in English)

Example 3: Imperatives & Politeness

• Ghar aao → informal, can be polite or commanding depending on context

• Ghar aaiye → formal, polite

English parallel

• “Please see me tomorrow”

o Order (to employee)

o Request (to friend)

Example 4: Indirect Negation

• Statement: “You said you will buy ice cream.”

• Response: “When did I say?”

Indirect refusal or disagreement is often more polite.

8. Implications for Learners

• Grammar alone is insufficient

• Must understand:

o native language patterns

o target language patterns

o socio-cultural norms

• Accuracy + pragmatics = natural communication

PART 2: WRITING — ESSAYS & RESEARCH REPORTS

9. Nature of Writing
 • Writing is both an art and a learnable skill

• It is one of the four language skills

• Unlike speaking:

o writer is absent

o no chance to clarify

o meaning must stand alone

10. Writing vs Speaking

• Speaking & listening are learned naturally

• Writing must be learned consciously

• Writing is permanent and acts as evidence

• In second languages, writing often comes before speaking

11. Writing as Habit & Self-Engagement

• Writing regularly improves clarity and grammar

• Writing helps focus the mind

• Comparable to yoga or meditation

• Writing on paper improves thinking and later computer writing

• A 90-day comparison shows clear improvement

12. Overcoming Hesitation in Writing

• Hesitation exists because writing creates a permanent record

• Writing may start personal but must become publicly meaningful

13. Grammar & Mechanics in Writing

• Grammar accuracy is essential

• Use grammar/spell-check tools

• Reading improves:

o vocabulary

o structure

o knowledge
 • Punctuation matters:

o full stop

o comma

o semicolon

• Avoid:

o long overloaded sentences

o unnecessary subordinate clauses

o spoken fillers (ah, umm, I think so)

14. Planning & Organising Writing

• Clarity before writing

• Outline ideas

• Anticipate reader’s questions

• Balance explanation:

o don’t over-explain

o don’t under-explain

15. Types of Writing

• Argumentative

• Persuasive

• Comparison / contrast

• Admission essays

• Personal writing (diary, memoir)

• Expository

Each has different goals, but clarity and accuracy are universal.

16. Research & Report Writing

Standard Order

1. State the research problem

2. Describe the problem

3. Explain the method

5. Present argument

6. Conclusion

Research Process

1. Observation

2. Description

3. Explanation

Order is fixed and logical.

PART 3: DECENT EMAIL WRITING

17. What is a “Decent” Email

• Neatly designed

• Good-looking

• Short, crisp, and effective

• Achieves its goal

18. Nature of Emails

• Emails are a form of letter writing

• Personalized even when CC’d

• Writing is permanent and acts as record

19. Key Features of Emails

Grammaticality

• Ungrammatical writing is unacceptable

Goal Orientation

• Every email must have a clear purpose

20. Structure of a Good Email

1. Sender name properly displayed

2. Clear subject line

4. Concise body

5. Polite closing

6. Proper signature block

21. Salutation Rules

• Formal: Dear Sir / Dear Ma’am

• Semi-formal: Dear Dr Jones / Mr Jones

• Informal: Dear Karen

Rule

• Titles go with last name, not first name

22. Email Etiquette

• Proofread 2–3 times

• Don’t reply when angry

• Provide context when forwarding

• Modify subject line if needed

• Mass emails get poor responses

• Accuracy matters more than speed

PART 4: BARRIERS TO COMMUNICATION

23. Illusion of Communication

“The greatest illusion of communication is that it has taken place.”

Sending a message ≠ communication.

24. Five Main Barriers

1. Physical & Mechanical

2. Language & Semantic

3. Socio-Psychological

4. Organizational
 5. Personal

25. Physical & Mechanical Barriers

• Noise

• Distance

• Poor timing

• Information overload

• Pace mismatch

26. Language & Semantic Barriers

• Ambiguity

• Cultural differences

• Translation loss

• Inappropriate metaphors

• Wrong tone or stress

Example

• “Time is money” vs “Samay balwan hai”

27. Socio-Psychological Barriers

• Biases

• Stereotypes

• Worldviews

• Ethnocentrism

28. Organizational Barriers

• Hierarchy

• Power distance

• Rigid rules

• Distrust

29. Personal Barriers

• Premature judgment

• Filtering

• Mental overload

30. Overcoming Barriers

• Two-way communication

• Feedback

• Empathic listening

• Cultural sensitivity

• Clarity and logic

PART 5: CONTEXT OF COMMUNICATION — SPEAKING MODEL

31. Form vs Function

• Form = grammar, vocabulary

• Function = appropriate use

Both are required.

32. Dell Hymes & Communicative Competence

• Opposed grammar-only view

• Introduced SPEAKING model

33. SPEAKING Model (8 Components)

1. Setting & Scene

2. Participants

3. Ends (goal & outcome)

4. Act Sequence

5. Key (tone, manner)

6. Instrumentalities

7. Norms
 8. Genre

34. Key Insight

Effective communication asks:

• Who speaks?

• What is said?

• To whom?

• When?

• Why?

• How?

PART 6: RESUME WRITING

35. Resume vs CV

• CV: long, detailed

• Resume: short (1–2 pages)

36. Resume Structure

1. Name, location, contact

2. Overview

3. Publications

4. Research experience

5. Awards

6. Professional experience

7. Education

8. Skills

9. Positions of responsibility

37. Resume Overview Rules

• Precise

• Institution & year highlighted

• Exact experience numbers

FINAL TAKEAWAY

Good English = Accuracy + Context + Purpose