Rose, 2001). This notwithstanding, the fact that email communications have come to make the exchange of messages free flowing and pragmatic cannot be denied.As outlined in the introduction, pragmatics refers to the use of language in a social context (Tateyama, 2001). Generally, there are two major contexts that pragmatics fall. These are written pragmatics and spoken pragmatics. In each of these contexts, there are special features that come together to form what is known as pragmatics convention, which serves as rules governing the use of language in the social context (Kasper & Rose, 2001). As far as spoken language is concerned, it is found that this form of language has several social and regional differences and variations. That is, given the same type of language such as the English language, the way that Americans may use this language is different from how the British will use it, just as Australians will use it differently from Africans, all of who may be expressing themselves orally. This makes spoken language have much relation with pragmatics than written language (Takahashi, 2001). Email Pragmatics.
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Kasper, G., & Rose, K. (2001). Pragmatics in language teaching (pp. 1-9). Cambridge: Cambridge University Press.
Laurence R. H. and Ward G. (2005) The Handbook of Pragmatics. Oxford: Blackwell.
Takahashi, S. (2001). The role of input enhancement in developing pragmatic competence. In K. Rose & G. Kasper (Eds.), Pragmatics in language teaching (pp. 80-102). Cambridge: Cambridge University Press.
Tateyama, Y. (2001). Pragmatics in language teaching (pp. 200-222). Cambridge: Cambridge University Press.
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