Omdurman Ahlia University

Faculty of Arts
English Language Department

Research Title:
Exploring the problems that face university students to
understand the pragmatic meaning

Prepared By:
Ismaiel Abd alrahman Mohamed isaa

Supervisor:
Dr. Wigdan abd algadir

2022
 ‫‪Verse‬‬

‫اآلية‬
‫بسم اهلل الرمحن الرحيم‬

‫ﭧﭐﭨﭐﱡﭐ ﲅ ﲆ ﲇ ﲈ ﲉ ﲊ ﲋ ﲌ ﲍ ﲎ ﲏ ﲐ‬
‫ﲑ ﲒﲓﲔﲕﲖﲗﲘﲙﲚﲛﲜﱠ‬
‫العلق‪٥ - ١ :‬‬

‫‪i‬‬
 Dedication
Thank to anyone who is seeking for knowledge.
Thanks to my father, my mother, my brothers, my sisters and all relatives
in my village.
Thanks to our colleagues in the college particularly the English language
department.
Thanks to all who helped me in this effort.
And thank you my supervisor Dr. Samah Ibrahim Eltayeb

ii
 Acknowledgement
Thanks from the depth of heart to the family of university and its offices.
Thanks for any hand that contributed to bring this research.
Thanks for the officials who have given a lot.
Thank you administrators of university.
Heart full thanks for all the students who answered my test.

iii
 Table of contents

Verse ................................................................................................... i
Dedication ............................................................................................ ii
Acknowledgement ................................................................................. iii
Table of contents ................................................................................... iv
List of Tables ....................................................................................... v
Abstract .............................................................................................. vi
Chapter One .......................................................................................... 1
Introduction .......................................................................................... 1
1-1 Introduction .................................................................................. 1
1-2 Statement of the problem: ................................................................. 1
1-3 The aims/objectives of the study : ....................................................... 1
1-4 Questions of the study ..................................................................... 1
1-5 Hypotheses ................................................................................... 1
1-6 Significance of the research: .............................................................. 2
1-7 Methodology of the research: ............................................................ 2
1-7-1 The sample of the study: ................................................................ 2
1-7-2 The instrument of the study: ........................................................... 2
Chapter Two ......................................................................................... 3
Literature review .................................................................................... 3
2-1 Introduction: ................................................................................. 3
2-2 definition of pragmatics: .................................................................. 3
2-3 Pragmatic Features: ........................................................................ 4
2-4 Context: ....................................................................................... 7
2-5 The Cooperative Principles: ............................................................. 8
2-7 Previous studies: ............................................................................ 9
Chapter Three.......................................................................................12
Methodology of the research ....................................................................12
3-0 Introduction: ................................................................................12
3 -2 : Methods of data collection:............................................................12

iv
 3-3 Population and sample: ...................................................................12
3-4 Tools of the study: .........................................................................12
3-5 Validity of questionnaire: ................................................................12
3-6 Reliability of the questionnaire:.........................................................12
Chapter Four ........................................................................................13
Data analysis ........................................................................................13
4-0Introduction: .................................................................................13
4-1 Data analysis: ...............................................................................13
Chapter Five ........................................................................................17
conclusion and recommendation ...............................................................17
5-1Conclusion: ..................................................................................17
5-2 recommendations: .........................................................................17
5-3 Suggestions for further studies: .........................................................17
References........................................................................................18
Appendix ............................................................................................19

List of Tables
Table 3-4- 1 Do you find difficulties in understanding pragmatic? ......................13
Table 4-2- 2 The pragmatic mistakes transfer from the mother tongue languages? ..13
Table 4-2-3 Do you feel that lack of practices is behind your misunderstanding? ...13
Table 4-2- 4 Do syntax and grammar play a big role in understanding the meaning of
sentences. ............................................................................................14
Table 4-2- 5 Do you agree that students are able to speak when they feel self-
confident? ...........................................................................................14
Table 4-2- 6 Do you think George Yule book helps students to understand
pragmatics? .........................................................................................14
Table 4-2- 7 Students understand the meaning of words through context. .............15
Table 4-2- 8 Linguistic responses in students' difficulties in pragmatics ...............15
Table 4-2- 9 Do you have problems in self-confident. .....................................15
Table 4-2- 10 The teachers give students more practice in pragmatics..................15

v
 Abstract

Pragmatics is a branch of linguistics that investigates the ways

language is tied to the contexts in which it is used. Pragmatics thus coalesces
as a distinct and coherent domain of inquiry only in relation to the study of
language abstracted from its use in context, which has been the prime focus
of both twentieth century linguistics and philosophy of language.
Investigation of standard pragmatic issues such as deixis,
presupposition, speech acts, implicatures, politeness, and information
structure has been motivated by a variety of difficulties and impasses
encountered in the analysis of language in a significantly de-contextualized
form. This entry focuses on the ways such pragmatic phenomena have
complicated propositional and lexical-grammatical abstractions of
language, and some of the prominent pragmatic frameworks developed to
address these complications.

vi
 Chapter One

Introduction
1-1 Introduction:
The pragmatic is the study of the practical aspects of human action and
thought ,the study of the use of linguistic signs, words and sentences, in
actual situations. Pragmatics acts as the basis for all language interactions
and contact. It is a key feature to the understanding of language and the
responses that follow this. Therefore, without the function of Pragmatics,
there would be very little understanding of intention and meaning and make
many people set mistake or misunderstanding because study invisible
meaning. Yule, G. (1996)
1-2 Statement of the problem:
The researcher is intended to find out the problems which encountered
university students in understanding pragmatics meaning.
1-3 The aims/objectives of the study :
1- To discover the reason behind students, misunderstand pragmatic
meaning.
2- To find out the solutions of the problem of pragmatics meaning.
1-4 Questions of the study:
1- What are the reasons behind students misunderstand pragmatic?
2- What are the solutions of the problem of pragmatics meaning ?
1-5 Hypotheses:
1- Students need more practice to understand pragmatic meaning.
2- Teacher should give more exercise about understanding pragmatics
sentences.
3- The solution of the problem via practice of pragmatics meaning.

1
1-6 Significance of the research:
This study is important to university students because it helps them to
understand pragmatics meaning. And to help teachers in exploring the
suitable methods to teach pragmatics meaning.
1-7 Methodology of the research:
This study adopts the descriptive analytical method.
1-7-1 The sample of the study:
The sample of the study is taken from the third-year university students.
1-7-2 The instrument of the study:
The researcher use test which the students do.

2
 Chapter Two
Literature review
2-1 Introduction:
Communication is one of the simplest functions considering a language which
establish when the people want to convey their meanings that are behind their
intentions. The study of pragmatics is linked with semantic field. Without a language,
it is almost impossible to be communicated with others and be the significant part of
a conversation towards ordering to communicate referring to the particular situation. It
is the study of pragmatics that is closely linked with field of semantics as these both
are concerned towards meaning making and its elaboration. Semantics is the study of
the literal meaning towards the speaker or a writer that establishes a relationship with
linguistic form and is connected to the individual and the outer world things. Semantics
make relationships to the verbal and the description that produce it in the form of
speaking and writing. Whereas, the field of Pragmatics deals with study of form and
its user, that uses the given forms into different orders for involving within
conversational field. In pragmatics, the people are engaging themselves to understand
the given intended meaning, along with their different goals, purpose and the action
of the speaker. One of the major importance of the pragmatics, in this study is towards
a speaker, who wants to convey the contextual meaning towards the hearer according
to provided situation. Therefore, the study of Pragmatics is concerned mainly with
meaning and its definition of role variation with different communicative tasks that are
provided by speaker in a way to interpret by a reader or listener. (Yule, 1996)
2-2 definition of pragmatics:
Pragmatics is the study of what speakers mean, or ‘speaker meaning’. Concerned
with the study of meaning as communicated by a speaker(or writer) and interpreted by
a listener(or readers) It has, consequently, more to do with the analyses of what people
mean by their utterances than what the words or phrases in those utterances might mean
by themselves. Pragmatics is the study of speaker meaning.
This type of study necessarily involves the interpretation of what people mean
in a particular context and how the context influences what is said. It requires a
consideration of how speakers organize what they want to say in accordance with who
they are talking to, where, when, and under what circumstances. Pragmatics is the study
of contextual meaning.
This approach also necessarily explores how listeners can make inferences about
what is said in order to arrive at an interpretation of the speaker’s intended meaning.
This type of study explores how a great deal of what is unsaid is recognized as part of

3
what is communicated. We might say that it is the investigation of invisible meaning.
Pragmatics is the study of how more gets communicated than it is said.
This perspective then raises the question of what determines the choice between
the said and the unsaid. The basic answer is tied to the notion of distance. Closeness,
whether it is physical, social, or conceptual, implies shared experience. On the
assumption of how close or distant the listener is, speakers determine how much needs
to be said. Pragmatics is the study of the expression of relative distance. These are four
areas that pragmatics concerned with. (Thunder September 30, 2020)
Invisible meaning:
In many ways, pragmatics is the study of ‘invisible’ meaning, or how we
recognize what is meant even when it isn’t actually said or written. In order for that to
happen, speakers (or writers) must be able to depend on a lot of shared assumptions
and expectations when they try to communicate. The investigation of those
assumptions and expectations provides us with some insights into how more is always
being communicated than is said. Alternatively, the sign may indicate a place where
parking will be carried out by attendants who have been heated.
The words in the sign may allow these interpretations, but we would normally
understand that we can park a car in this place, that it’s a heated area, and that there
will be an attendant to look after the car.
So, how do we decide that the sign means this when the sign doesn’t even have
the word car on it? We must use the meanings of the words, the context in which they
occur, and some preexisting knowledge of what would be a likely message as we work
toward a reasonable interpretation of what the producer of the sign intended it to
convey. Our interpretation of the ‘meaning’ of the sign is not based solely on the words,
but on what we think the writer intended to communicate. In the other picture,
assuming things are normal and this store has not gone into the business of selling
young children over the counter, we can recognize an advertisement for a sale of
clothes for those babies and toddlers. The word clothes doesn’t appear in the message,
but we can bring that idea to our interpretation of the message as we work out what the
advertiser intended us to understand. We are actively involved in creating an
interpretation of what we read and hear. (Giang, H. T. (2010)
2-3 Pragmatic Features:
according to Crystal it is a term used in linguistics and phonetics that refers to
any typical or noticeable property of spoken or written language. Features are classified
in terms of the various levels of linguistic analysis or in terms of dimension of
description. According to Giang pragmatic features are the features that involving the
relationships between linguistic forms and the users of those forms. He states that the

4
study of language using pragmatics is to reveal and understand what one’s intended
meaning, his or her assumptions, along with the purpose or goals and actions that he or
she is performing when they speak. Derived and combined from the two definitions,
pragmatic features in this study are the noticeable property of pragmatics in spoken
language. The pragmatic features are those that indicate the characteristics to reveal
and understand what one’s intended meaning, his or her assumptions, along with the
purpose or goals and actions that he or she is performing when they speak. (Giang,
2010:9)
Garcia who quoted from Thomas argues that pragmatic comprehension can be
gained from comprehension of speech acts and conversational implicatures.
Furthermore, Garcia (2004) adds that in the comprehension of speech acts the hearer
recognizes and understands the illocutionary act and responds to it. Responding
appropriately to the speaker’s utterance refers to politeness. While in the
comprehension of conversational implicatures the hearer infers and interprets the
speaker’s attitudes or feelings. The interpretations are concluded from the assumption
when the speaker is communicating co-operatively as guided by Grice’s four maxim
of the Cooperative Principle. (Garcia (2004), (Thomas ,1995)
These put together the four pragmatic features, context, the cooperative
principles, speech acts and politeness in one focus. Based on the curriculum of 2006,
transactional and interpersonal functions become the underlying basis of the
arrangement of the standard competency and the basic competency of the four skills.
The pragmatic features in this thesis are the noticeable properties of pragmatics that
are intensely imply in transactional and interpersonal functions. They are context, the
cooperative principles, speech acts and politeness. Transactional is speaker’s oriented
while interpersonal is listener’s oriented (Brown & Yule, 1983). Since transactional
function’s purpose is deliver the message and to use the language is used clearer and
more specific, it involves the cooperative principles and speech acts. Interpersonal
function’s is to maintain social relationship then, two pragmatic features involves
intensely are context and politeness.
1/ Speech Acts:
The use and the view of social interactionist about any language can be stated
as; linguistic phenomenon that is used within terms of speech acts. Speech acts that
deals with the social action, whenever the speaker has to say something to someone. In
case of writer, who writes something for someone in order to convey the meaning to
its hearer, within a specific place and specific time. Speech acts can even underline to
this assumption that it surely engages to the speaker with the hearer in the form of
communication, that speaker wants to convey something to the hearer. A speech act is
a spoken utterance that mainly focuses to deal with some actual situation to the
communication. The idea of the speech acts was first introduced by the British
5
philosopher John Langshaw Austin in(1911-1960) who worked in Oxford and defined
his idea within the series of his delivered lectures that were even published before his
death in 1962. The name is, “How to do things with words”. Austin represents the
language of philosophy towards maintaining one of the main functions of language in
order to carry the significant actions that are concerned socially. It is the concern of the
speech acts that guides the use of language.
Speech acts are the certain verbs that are used within sentences in towards
classifying it accordingly. Austin defines his idea accordingly in order to introduce the
differences between two major verbs as “Performative and constative”. The formal use
of the verbs as ‘Constative’ and describe it, in the form of reality, e.g., ‘Rain’ to use it
in a sentence ‘Through the week rained heavily’. Some sentences have a value of truth
but they evaluated in the form of true and false. Whereas, on the other hand
‘Performative verbs are different in use, they are like the instruments to achieve the
goals of interaction between two or more speakers. The most appropriate example is
of verb; ‘promise’ which deals with linguistic act in a pure manner. The use of promise
within a sentence, for example; ‘ I promise I will help you with your assignment or
work, in the sentence the sincere intention showing by the speaker is expressed by him
to do in the future.
Types of Speech acts:
When anyone engages in a speech, they carry out three types of acts. These all
types of utterances can be further classified as the speech acts:
1) Locutionary Acts: This type of speech act usually deals with the speaker when a
certain reference and sense is expressed by him. In this specific conversation, the
grammatical principle is also concerned with the speaker. A locutionary act tends to
perform by the speaker as series of message is linked that gives the expression usually
those dealing with the value of truth.
Example: Earth is round. Birds fly in the sky.
2) An Illocutionary Act: Here the speaker uses some per-formative verb to express
the intentions within the sentence.
Example: I baptize his ship.
3) Perlocutionary Acts: This type of act deals with the effect of an action that is from
linguistic point of view.
However, the Perlocutionary acts are quite visible effects on the speaker, when s/he
conveys the meaning to the hearer.
Examples are as insulting someone, convincing, surprising and persuading.
2/ Politeness:
6
 Politeness is a general aspect of the social behavior to a speaker towards deferent
wishes of the addressee in different concerns. The linguistic expression of politeness
can be investigated by the English linguists, Levinson and Penelope Brown in year
(1979). In this they have introduced some of prominent strategies used to line the
differences of maximizing in exchanges, e.g. using formal way in terms of address or
indirect speech acts. The aim of these strategies is a way for
fulfilling required particular goals. Therefore, it is a set order to face an addressee.
One of the major terms of these strategies is a face that shows the self-image of speaker
in a public and it can be divided into two major types:
a. Positive face.
b. Negative face.
Positive Face and Negative Face
Positive face shows the wishes of the individual and it can be appreciated as well
as respected by others. A Negative face shows the wish that is not restricted in set of
choices to speaker about social behavior. Therefore, Politeness is showing as the face
of other. The act of Face saving is connected with a social behavior that represents of
being different to others. It shows the importance of inner wish and fear. On the other
hand, a face threatening act can be an influence onto actions of others, it may consider
as an insult of someone. The linguistic strategies of minimizing are many to threat in
negative face. The example that is to disturb someone or to apologize in positive face
for maximizing a point towards common interest in something and likewise suggestion
made to an addressee.
2-4 Context:
Context is more than reference and it is action. Context is about understanding
what things are for. Pragmatics studies the meaning of words in context. According to
It is fundamental to understand and interpret the meaning of what is being said that
includes physical context, the social context and the mental worlds and roles of the
people in the interaction. There are three contexts First, the situational context refers
to what people know about what they can see around them. Second, the background
knowledge context refers to what people know about each other and the world. Third,
the co-textual context refers to what people know about what they have been saying.
The other context-related feature is register. Understanding the speakers’ linguistic
resources to manage their attitude is possible by register. There are formal and informal
register. This usually marks with different forms of address. Using formal, informal
language in specific context affects the message that a speaker wants to convey in a
communication. Informal language promotes more natural and casual way while
formal language usually obeys grammar rules. Formal language tends to use grammar

7
strictly and it is usually used in professional and business situation while informal is
usually used among friends and family. (Clarkson ,2010)
2-5 The Cooperative Principles:
In making communication, people usually cooperate to make them understand
and to be understood. These principles are called maxims by H. Paul Grice (Mey,
2001:71).
1. The maxim of quantity:
• Make your contribution as informative as required
• Do not make your contribution more informative than required
2. The maxim of quality:
• Do not say what you believe to be false.
• Do not say that for which you lack adequate evidence.
3. The maxim of relation:
• Make your contribution relevant.
Maxim of relation is also known as coherence. According to Oshima and Hague
coherence mean, “the movement from one sentence to the next must be logical and
smooth. There must be no sudden jumps. (Oshima and Hague 2006:21)
4. The maxim of manner:
Be perspicuous, and specifically:
• Avoid obscurity.
• Avoid ambiguity.
• Be brief.
• Be orderly.
Pragmatics meaning example:
Example 1. Will you crack open the door? I am getting hot.
Semantically, the word "crack" would mean to break, but pragmatically we know that
the speaker means to open the door just a little to let in some air.
Example 2. I heart you!
Semantically, "heart" refers to an organ in our body that pumps blood and keeps us
alive. However, pragmatically, "heart" in this sentence means "love"-hearts are
commonly used as a symbol for love, and to "heart" someone has come to mean that
you love someone.
8
Example 3. If you eat all of that food, it will make you bigger!
Semantically, "bigger" in this sentence would mean larger than you are currently.
Think about how this sentence, pragmatically, would mean something different
depending on the context. If it is said to a young child, pragmatically, it would mean
to grow bigger. If it is said to a grown person who is already obese, it would mean
something entirely different.
Example 4.
Picture this: You and your friend are sitting in your bedroom studying, and she says,
“It's hot in here. Can you crack open a window? "
If we take this literally, your friend is asking you to crack the window - to damage it.
However, taken in context, we can infer that they are actually asking for the window
to be opened a little.
Example 5:
Picture this: You're talking to a neighbour and they look bored. Your neighbour keeps
looking at their watch, and they don't appear to be paying much attention to what
you're saying. Suddenly, they say, "Gosh, would you look at the time! "
The literal meaning is that your neighbour is instructing you to look at the time.
However, we can infer that they are trying to get away from the conversation due to
their general body language.
Example 6.
Picture this: You are walking through college, and you bump into a friend of a friend,
who says, "Hey, how're you doing? "
In this case, it is unlikely that your friend wants to hear the highs and lows of your
entire week. A common answer would be something like, "Good thanks, and you? "
(Clarkson, R. (2010, June 30)
2-7 Previous studies:
Study One:
This study conducted by Ahmed Ibrahim, Mahendran Maniam A Review
Article of the Pragmatics-Based-Curriculum in EFL Context: Focus on the
Curriculum in Iraq.
University: University Pendidikan Sultan Idris (UPSI, Malaysia)- Volume 3, No 2,
May 2020, Page: 1065-1073- www.bircu-journal.com/index.php/birle
Results:
It can be concluding that section one revealed that researchers; Arghashi and
Gorjian (2018); Koran and Koran (2017); Shokouhi and Rezaei (2015); Al-Aghbari
(2016); Mohammed (2012); Locastro (2012); Brub‫و‬k (2012); Aufa (2014); Rajabia,
Azizifara, and Gowhary (2015); Rueda (2006); and Choraih, Loutfi, and Mansoor
9
(2016) emphasized on teaching pragmatics in classrooms. They reached a decision that
teaching English as a foreign and second language can be improved if it taught and
learned through pragmatics. Accordingly, pragmatics should be part of teaching a
language as it played a main role in developing learners' communicative ability. Thus,
pragmatics enabled learners to interact appropriately in different contexts. The second
section reviewed the articles that analyzed the pragmatic content in textbooks.
Different results obtained from the articles. The cream of the cream is that not all the
textbooks include pragmatic information. Thus, syllabus designers should pay more
attention to pragmatics as they edit or design curricula for EFL learners. As for the
researchers who concluded that textbooks have adequate pragmatic knowledge, they
emphasized on modifying and re-editing more pragmatic information to include what
is not investigated yet. They also emphasized that despite the percentage of pragmatic
information found in the textbooks, still this percentage is inconvincible, it advised to
adopt wider list of pragmatic information to develop learners' communicative ability
through not only linguistic competence but also pragmatic competence respectively.
Besides emphasizing on grammar aspects only, is not enough, thus, teachers should
encourage learners to pay more attention to how to use language appropriately in
different contexts and avoid making pragmatic mistakes to breakdown the
communication. To help learners avoid making pragmatic mistake, it is necessary to
teach them the sociocultural rules of the English. Pragmatic knowledge of a language
is better acquired by more practicing in classrooms and more practice through various
exercises and activities.
Study two:
This study conducted by Muhammadiyah University of Surakarta 2015
“PRAGMATIC” By George Yule
Conclusion:
The book provides short account of pragmatics and its sub-headings. It is
designed
in a systematic way helping readers make sense of what is written AND GIVE better
understanding. The writer writes each topic in the field of pragmatics with rather
enough detail. Its simplicity makes it easy for students to gain and build some basic
knowledge in the concerned area. The smooth movement from a chapter to another is
a good technique used by the author to make the link stronger among the chapters. In
fact the use of plain language and well organization of ideas are seen as proof of
writer’s strong ability and his neatness.

10
Study three:
Research title: Pragmatics
This study conducted by James Slotta - University : University of Texas at Austin.
[email protected]
Conclusion:
Pragmatics is a branch of linguistics that investigates the ways language is tied
to the contexts in which it is used. Pragmatics thus coalesces as a distinct and coherent
domain of inquiry only in relation to the study of language abstracted from its use in
context, which has been the prime focus of both twentieth century linguistics and
philosophy of language. Investigation of Standard pragmatic issues such as deixis,
presupposition, speech acts, implicatures, politeness, and information structure has
been motivated by a variety of difficulties and impasses encountered in the analysis of
language in a significantly de-contextualized form. This entry focuses on the ways such
pragmatic phenomena have complicated propositional and lexical-grammatical
abstractions of language, and some of the prominent pragmatic frameworks developed
to address these complications.

11
 Chapter Three
Methodology of the research
3-0 Introduction:
This chapter is devoted to describe the methodology used to explore
the problems that encountered third year university students in pragmatics
at Omdurman Ahlia university. And also contains the sample of the study
and procedure which utilizes by the researcher to conduct this research.
3 -2 : Methods of data collection:
Data collection by using experimental method students is multiple choice of
the questionnaire.
3-3 Population and sample:
The subject involved both male and female of students of Omdurman Ahlia
University third year.
3-4 Tools of the study:
Data collected from multiple choice test questionnaire it will be analysis this
questionnaire.

3-5 Validity of questionnaire:

To guarantee the validity and reliability of questionnaire, it views who are university
lectures with a long experience in this field.

3-6 Reliability of the questionnaire:

The reliability refers to whether the instrument can produce the same or very similar
results it conducted again under the same condition the questionnaire reliability to
computer these problems.

12
 Chapter Four
Data analysis
4-0Introduction:
The researcher analyzed the data targeting. Results display statistical
contrastive analysis among the study participants. The analysis shows the
answer of students about the questionnaire.
4-1 Data analysis:
Table 3-4- 1 Do you find difficulties in understanding pragmatic?
Statement Frequency Percentage
Agree 5 50%
Neutral 1 10%
Disagree 4 40%
Total 10 100%
This table shows that 50% agree and 10% neutral and 40% disagree, this
result shows that half of students agree that there is difficulties in
understanding pragmatics meaning.
Table 4-2- 2 The pragmatic mistakes transfer from the mother tongue
languages?
Statement Frequency Percentage
Agree 7 70%
Neutral 2 20%
Disagree 1 10%
Total 10 100%
This table shows that 70% agree and 20% neutral and 10% disagree, this
result shows that most of students agree that pragmatic mistakes transfer
from the mother tongue.
Table 4-2-3 Do you feel that lack of practices is behind your
misunderstanding?
Statement Frequency Percentage
Agree 5 50%
Neutral 1 10%
Disagree 4 40%
Total 10 100%
13
This table shows that 50% agree and 10% neutral and 40% disagree, this
result shows that half of students agree that lack of practices is behind their
misunderstanding.
Table 4-2- 4 Do syntax and grammar play a big role in understanding
the meaning of sentences.
Statement Frequency Percentage
Agree 6 60%
Neutral 2 20%
Disagree 2 20%
Total 10 100%
This table shows that 60% agree and 20% neutral and 20% disagree, this
result shows that most of students agree that syntax and grammar play a big
role in understanding the meaning of sentences.
Table 4-2- 5 Do you agree that students are able to speak when they feel
self-confident?
Statement Frequency Percentage
Agree 3 30%
Neutral 6 60%
Disagree 1 10%
Total 10 100%
This table shows that 30% agree and 60% neutral and 10% disagree, this
result shows that most of students were neutral with the statement that say
students are able to speak when they feel self-confident.
Table 4-2- 6 Do you think George Yule book helps students to understand
pragmatics?

Statement Frequency Percentage

Agree 5 50%
Neutral 3 30%
Disagree 2 20%
Total 10 100%
This table shows that 50% agree and 30% neutral and 20% disagree, this
result shows that half of students agree that George Yule books help students to
understand pragmatics.

14
Table 4-2- 7 Students understand the meaning of words through context.

Statement Frequency Percentage

Agree 1 10%
Neutral 5 50%
Disagree 4 40%%
Total 10 100%
This table shows that 10% agree and 50% neutral and 40% disagree, this
result shows that half of students were neutral with the statement that say
that students understand the meaning of words through context.
Table 4-2- 8 Linguistic responses in students' difficulties in pragmatics
Statement Frequency Percentage
Agree 6 60%
Neutral 3 30%
Disagree 1 10%
Total 10 100%
This table shows that 60% agree and 30% neutral and 10% disagree, this
result shows that most of students agree that linguistic responses in students'
difficulties in pragmatics.
Table 4-2- 9 Do you have problems in self-confident.
Statement Frequency Percentage
Agree 7 70%
Neutral 2 20%
Disagree 1 10%
Total 10 100%
This table shows that 70% agree and 20% neutral and 10% disagree, this
result shows that most of students agree that they have problems in self-
confident.
Table 4-2- 10 The teachers give students more practice in pragmatics

Statement Frequency Percentage

Agree 3 30%
Neutral 0 0%
Disagree 7 70%
Total 10 100%
15
This table shows that 30% agree and 0% neutral and 70% disagree, this
result shows that most of students disagree that teachers give students
more practice in pragmatics.

16
 Chapter Five
conclusion and recommendation
5-1Conclusion:
Students find difficulties in understanding pragmatic meaning also
students find it difficult to build sentences when they try to express their
ideas. In addition, students still cannot understand pragmatics meaning
when listen to English texts. Students cannot understand the meaning of
words through context, linguistic responses in students' difficulties in
pragmatics, students have problems in self-confidence.
5-2 recommendations:
1. Student should be aware of the pragmatics meaning of learning
English.
2. The teachers should promote the students by increasing their
motivation to continue learning English pragmatics meaning.
3. University should give more practices in pragmatics.
5-3 Suggestions for further studies:
1. More research is needed on pragmatics meaning knowledge and their
influences on the study of language.
2. The teachers of English language should be specialized, well-trained
of good experience.
3. Supplementary materials such as team tasks be given to students
beside students' text book.

17
References:
1. Yule, G. (1996). Pragmatics. Oxford: Oxford University Press.
2. Crystal, D. (1991). A Dictionary of Linguistic and Phonetics. Oxford: Basil
Blackwell, Inc.
3. Giang, H. T. (2010). A Study on the Pragmatic Features of Collocation Used
in Advertising Hair Care Products in English and Vietnamese. Ministry of
Education and Training University of Danang.
4. Garcia, P. (2004, September). Pragmatic Comprehension of High and Low
Level Language Learners. (Z. E. Rasekh, Ed.) TESL-EJ: Teaching English as
Second or Foreign Language, 8(2).
5. Cunningsworth, A. (1995). Choosing Your Coursebook. Oxford: Macmillan
Publishers Limited.
6. Brown, G., & Yule, G. (1983). Teaching the Spoken Language. Cambridge:
Cambridge University Press.
7. Mey, J. L. (2001). Pragmatics An Introduction. UK: Blackwell Publishing.
8. Paltridge, B. (2006). Discourse Analysis. London: MPG Books Ltd, Bodmon,
Cornwall.
9. Clarkson, R. (2010, June 30). Grammar Test (Main Differences Between
Formal and Informal English). Retrieved November 2013, from www.english-
test-net: http://english-testnet/forum/ftopic55311.html
10. Peccei, J. S. (1999). Pragmatics. New York: Routledge.
11. Lakoff, R. T. (1964). Stylistic strategies in grammar of style. In J. Orasanu et
al. (eds.), Language, Sex, and gender: New York Academy of Sciences Vol.327,
pp. 53-78
12. Cutting, J. (2008). Pragmatics and Discourse. New York: Routledge.

18
 Appendix
Questionnaire
Omdurman Ahlia University
Faculty of Arts
English Language Department

I will be grateful if you respond to the following statements, this questionnaire

has been designed to collect the data for the research title (Exploring the problems
that face university students in pragmatics ) :
Please fill in the blank and check () on each item that is applicable to yourself.

No Statement Agree Neutral Disagree

Do you find difficulties in understanding
1
pragmatic?
the pragmatic mistakes transfer from the mother
2
tongue languages?
Do you feel that lack of practices is behind your
3
misunderstanding?
Do syntax and grammar play a big role in
4
understanding the meaning of sentences.
Do you agree that students are able to speak when
5
they feel self-confident?
Do you think George Yule book helps students to
6
understand pragmatics?
Students understand the meaning of words through
7
context.
Linguistic responses in students' difficulties in
8
pragmatics?
9 Do you have problems in self-confident

10 The teachers give students more practice in

pragmatics.

19