Shakespeare’s Shylock has been so debatable a character since its introduction to the English stage. According to the existing literature, there is an on-going debate as to whether this Jewish character is a villain or falls victim to the anti-Semitic community. The current study applies deictic theory of pronouns to examine the relationship between this character’s employment of thou and you, and his affect based on the hypothesis that a person’s use of pronouns, among other function words, can reveal their sense of self. Findings have shown that Shylock uses both pronouns in the normative way considerably more than in the pragmatic way; that he adheres to the normative use of the terms more than do his Christian counterparts; and that when he pragmatically uses them, expressions of his negative emotions often appear. Findings also suggest that (fictional) persons’ use of second-person pronouns reflects to some degree their sense of freedom and reciprocity relative to others. In this case, the rather restrictive and abusive employment of thou and you by the Jew indicates him being suppressed and alienated from society, which in turn drives him to wreak vengeance on the Christians – the culminating action that makes him meet his eventual downfall.
In second language pragmatics, the student has long received much more attention than the teacher with the principal aim to examine the former’s pragmatic competence and to innovate teaching in order to increase it. However, reports on students’ poor pragmatic performance have identified the ineffectiveness of this predisposed interest. Therefore, the researchers argue for a closer investigation into the teachers who are crucial in contributing to the latter’s ability. In the present study, a survey and a structured interview were used with a purposive sample of 38 Thai EFL university instructors to elicit in-depth information about their beliefs in the value of pragmatic knowledge, their self-reflection of incorporating pragmatic content in class, and factors that might complicate the relation between the beliefs and actual teaching. Findings show that while participants hold considerable positivity regarding the need for pragmatic content, their existent teaching is relatively less due to certain limitations. Among them, student background and type of course are the most influential factors in their pragmatic teaching knowledge. Moreover, participants’ pragmatic knowledge background and language experience have a significant correlation with their existing teaching (r =.38, p = .01). The inadequate proportion of in-class pragmatic content presents itself as a direct cause for students’ poor performance since they lack both the necessary knowledge and practice. The paper concludes with practical steps to systemize in-class teaching of pragmatic knowledge in Thai EFL contexts and perhaps elsewhere.
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