SOCIO-CULTURAL PRAGMATICS AS A METHOD OF PEDAGOGICALLY INTERPRETING INTERCULTURAL EXPERIENCES

Abstract

The purpose of this article is to explore how a socio-cultural approach to the study consciousness and introduce English as a foreign language in a university classroom with a cross-cultural dimension. Instead of showing generalized norms related to language use, it allows students to participate in activities to build the meaning of what happens during verbal interaction through conceptual speech meaning.1 Similarly, this socio-cultural approach used in the study of politeness allows for a relative interpretation of the intercultural experience, taking into account the specific social and cultural factors of each speech community being studied, and comparing language use allows community, intercultural interaction. These considerations and comparisons are key aspects of developing intercultural understanding.