Session notes:

"In the ever-evolving landscape of language and education, we find ourselves delving into new dimensions with each passing event. Our recent gathering, featuring Asst. Prof. Dr. Çiğdem Karatepe, explored the profound concept of 'Pragmatic Competence' through the lens of sociologist Erving Goffman and his insightful concept of face.

Similar to Goffman's emphasis on our social image, Turkish introduces a parallel concept often framed in negative sentences. Dr. Karatepe initiated a thoughtful discussion on pragmatic competence, defining it as the learner's ability to interpret messages within specific contexts. The interpretation of messages takes precedence over mere speech acts, raising pivotal questions about our students' abilities and our role in adequately preparing them for effective language use.

In navigating the complex realm of pragmatics, Dr. Karatepe highlighted that even 'fairly advanced language learners' may exhibit pragmatic errors. These errors may manifest as difficulties in conveying or comprehending illocutionary force or politeness value, emphasizing the importance of using formulaic expressions appropriately within given contexts.

The debate on whether to teach pragmatics implicitly or explicitly took center stage. In situations with limited time, explicit teaching proved more beneficial. Dr. Karatepe advocated for meta-pragmatic discussions, addressing pragmatic failures, understanding their origins, and exploring consequences. For example, explicit teaching can shed light on the implications of using imperatives while addressing a teacher. In cases where time allows, engaging students in activities like watching movie extracts or reading materials provides valuable insights into the nuances of intended interaction.

As we reflect on Dr. Karatepe's insights, we are reminded of the dynamic nature of language education. In the spirit of our ongoing exploration, let us echo her sentiment: 'Understanding the intricacies of pragmatics is not just a task but a continuous journey, where each discovery contributes to the quality of language education.'