The Roles of Pragmatic Competence in Facing the Challenge of

Industrial Revolution 4.0

Noke Dwi Ardiansah Simanjuntak

Master of English Education Program, Faculty of Languages and Arts, State University of Jakarta, Bojong Nangka IV

street, Bekasi City, Indonesia

Keywords: Pragmatics, Pragmatic Competence, Roles of Pragmatic Competence, Skills and Literacy, Industrial

Revolution 4.0

Abstract: Pragmatic competence has been known as one of the critical element aiming to employ successful

communication acts. However, the existence of Industrial Revolution 4.0 has impacted several domains in

economy, society, business, governments, and individual across countries around the world. Moreover,

present skills and literacy is also facing disruptive change triggered by fourth industrial revolution which

demands people to prepare to face the challenge. Consequently, pragmatic competence, as aspect

communication skill, may be also facing the same fate. This paper discusses some theoretical reviews

focusing on the roles of pragmatic competence in facing the challenge of industrial revolution 4.0. This

review found that pragmatic competence plays critical roles in facing the challenge of industrial revolution

4.0 as one of 21

century multicultural literacy, social skill and global awareness. Through understanding

on how critical the roles of pragmatic competence in facing the challenge of industrial revolution 4.0 are, it

is expected that pragmatic competence should be taken account and taught in the classroom or outside the

classroom to avoid misinterpretation, awkwardness, and confusion in interlocution within intercultural

environment.

1 INTRODUCTION

To define a successful communication, a good

communicative competence is required by both

speaker and listener. According to Celce-Murcia,

Dornyei, & Thurrell (1995: 10), this communicative

competence covers four domains; linguistic

competence, actional competence, socio-cultural

competence, and strategic competence. Lacking one

or more of these domains leads to misinterpretation,

awkwardness, or even confusion. Therefore, each of

these competences is very critical to have a

successful communicative task.

Pragmatic competence shares similar aspect to

communicative competence which is the connection

between functional and situational of the language.

In this regards, pragmatic construction in connecting

between language use and sociocultural context has

been an essential aspect of communicative

competence (Canale & Swain, 1980). Since

communicative competence aims not only to know

grammatical rules and employ the rules in

communication, but also to use the language

appropriately in certain context and situation,

developing pragmatic awareness is important to

have a successful communication in intercultural

context. Therefore, one of the importance aspect in

pragmatics is to aim a successful communication.

There are some discussions that concern on the

importance of pragmatic competence especially in

English language learning and teaching (McLean,

2004; Lin, Su & Ho, 2009; Krisnawati, 2011; Deda,

2013; Lankiewicz, Szczepaniak-Kozak, &

Wąsikiewicz-Firlej, 2014; Tulgar, 2016), and in

socio-cultural environments (Kescskes, 2015). They

suggest that one of the important role of pragmatics

in education is as a tool for learners that enables

them to understand meaning from different

perspective of intercultural view (Lin, Su & Ho,

2009; Lankiewicz, Szczepaniak-Kozak, &

Wąsikiewicz-Firlej, 2014), how pragmatics is

important for learners to learn the target language

and use specific appropriate features in different

contexts (Rueda, 2006; Krisnawati, 2011; Deda,

2013), and how pragmatic competence affects

language users’ behaviors (Kecskes, 2015). Thus,

576

Ardiansah Simanjuntak, N.

The Roles of Pragmatic Competence in Facing the Challenge of Industrial Revolution 4.0.

DOI: 10.5220/0009015505760583

In Proceedings of the International Conference on Education, Language and Society (ICELS 2019), pages 576-583

ISBN: 978-989-758-405-3

the pragmatics aims to provide learners to aware and

develop pragmatic competence that enables learners

to have successful communication.

Furthermore, in fourth industrial revolution era,

the social relation has shifted from face-to-face

interaction, into simple and practical way through

internet features (Schwab, 2016: 86). The potential

of interaction between two different persons from

different countries are highly possible. Regarding

this, pragmatic competence might play important

role in this fourth industrial revolution era, yet, the

role of pragmatic competence in fourth industrial

revolution has not been widely discussed. Most of

them focused on the roles of pragmatic competence

in education (Lankiewicz, Szczepaniak-Kozak, &

Wąsikiewicz-Firlej, 2014; Krisnawati, 2011; Deda,

2013). It remains unclear whether pragmatic

competence still serves as important role outside

education field, especially in industrial revolution

4.0 era. Also, in what domain that pragmatic

competence serves important role in industrial

revolution 4.0 era. Therefore, this paper aims to

discuss the role of pragmatic in the fourth industrial

revolution era.

2 METHODOLOGY

This paper used theoretical literature review.

Theoretical literature review is a summary of the

prior work and interpretations of it (George, 2018:

22), and it covers all the scientific literature in a

field, which in this paper was roles of pragmatic

competence in facing the challenge of industrial

revolution 4.0. By doing this, it is not necessary to

review all of the past literature since the recent

studies had already covered past theories (Willison,

2014). Therefore, the theories which were collected

were derived from previous studies and books that

relate to the topic of this paper which was roles of

pragmatic competence in facing the challenges of

industrial revolution 4.0.

3 LITERATURE REVIEW

3.1 Pragmatics

Skyrms (1984: 10 – 11) stated that Pragmatics was

the study of relation between signs and the

significations to the users. According to Leech

(1989: x), Pragmatics could be defined as the study

of how utterances have meanings in situations in

which the events are taken place. Regarding these,

pragmatics deals with implicit meaning in specific

context and situations in which sentences were

uttered. It is also confirmed by Mey (2004: 6) who

says that Pragmatics studies the language use in

human communication as determined by the

conditions in the society in which communication is

occurred.

Another definition of pragmatics was suggested

by Bezuidenhout (Mey, 2009: 913) who stated

Pragmatics concerned with linguistic performance

by using sentences to create a successful

communicative task, rather than competence.

However, Prince and Kasher (Bezuidenhout in Mey,

2009: 913) argue that to put performance and

competence in separate way in the focus of

Pragmatics is incorrect. Moreover, they assume that

Pragmatics also encompasses the rules or a module

concerning the use of certain linguistic forms with

certain function.

According to Thomas (2013: 1 – 2), “the most

common definitions of pragmatics were: meaning in

use or meaning in context.” The extended

explanation on Pragmatics is stated by Korta &

Perry (2015) who say that this study deals

with utterances, meant by specific events, the

intentional acts of speakers at times and places,

involving language as a medium. In this view,

pragmatics not only focus on the implicit meaning,

but also the relation of the meaning with the

situations that the sentence is used. This argument

suggests that Pragmatics deals with performance

which is governed by certain linguistic structures

and features to achieve a successful communication

in social context.

3.2 Pragmatic Competence

Chomsky (Kecskes, 2015: 2) states that

pragmatic competence involves ‘knowledge of

conditions and manner of appropriate use, in

conformity with various purposes’. It is different

from grammatical competence, which Chomsky

claims that it is related only to language form and

meaning. Horn & Ward (2001: 451) suggest that

linguistic does not specifically underlie the type of

competence in the process of pragmatic

interpretation which is involved in the understanding

of human action in general. Thomas (McLean, 2004:

75) agrees that the difference between pragmatics

and grammar is that pragmatic meaning does not

rely on the form of the words or sentence alone. It

can be inferred that pragmatic competence focuses

on the implicit meaning rather than meaning based

The Roles of Pragmatic Competence in Facing the Challenge of Industrial Revolution 4.0

577

on the linguistic forms. It is supported by evidence

of some researchers (Rueda, 2006: 171) that a high

grammatical competence does not always indicate

that language users can apply a successful pragmatic

performance. Regarding this, grammatical

competence and pragmatic competence are two

separate elements which do not show any

interrelation towards one another.

Retnowaty (2017: 74) defines that pragmatic

competence is a communication skill of target

language which aims to use the target language

features to create and respond intended meaning.

Then, Kasper (Wyner & Cohen, 2015: 521)

elaborates more about pragmatic competence “as

knowledge of how to use language to achieve goals

in language interaction, or rather, competence of

language interaction in a sociocultural context.”

Therefore, the pragmatic competence can be defined

as knowledge and skill of how language is

appropriately used in certain contexts in

sociocultural environments.

There are some authors and researchers that refer

pragmatic competence as pragmatic ability

(Ifantidou, 2014; Sickinger & Schneider, 2015).

Taguchi (2012: 6) agrees that pragmatic competence

is the ability to use appropriate language in certain

context of social environment. Ifantidou (2014: 38)

also adds that pragmatic competence is the ability of

language users to communicate appropriately in

different socio-cultural situation. This is similar to

Sickinger & Schneider (2015: 115) who suggests

that pragmatic competence, which concerns more on

the context-sensitive, is defined as the ability to use

language features for achieving particular

communicative goals. Therefore, the lack of

pragmatic competence might lead to the failure of

communication acts, such as, misinterpretation,

awkwardness, and misunderstanding. Based on these

theories, pragmatic competence can be defined as

ability of language users to use linguistic features

appropriately within sociocultural context as a

medium to successfully communicate with people

and avoid communication failure in using any

pragmatic features for given context.

Wyner (2014: 85) claims that pragmatic

competence consists of two components;

pragmalinguistics and sociopragmatics. According

to Leech and Thomas (Wyner, 2014: 85),

pragmalinguistics covers linguistic forms used for

successful communicative acts. On the other hand,

sociopragmatics encompasses appropriate social

behaviors of language users who are aware of the

consequences of the pragmatic choices that they use

in sociocultural situation. These components are

similar as what Kasper (McLean, 2004: 76) defines

that pragmalinguistics as linguistic knowledge used

for expressing speech acts in communication, while

sociopragmatics covers the social perceptions of

language users that underlies their interpretation and

performance of speech act influenced by several

aspects, such as, gender, social distance,

relationship, etc.

Despite the components of pragmatic

competence–pragmalinguistics and sociopragmatics

– Leech (Krisnawati, 2011: 111 – 112) proposes that

pragmatic competence may cover several elements;

1) language level of adaptability with pragmatics

rules; 2) focus level on pragmatics in term of social

and cultural differences; 3) The level of

understanding certain situation; 4) time and place

where utterances are applied. These elements are

crucial in developing a successful pragmatic

communication in sociocultural situation. These

elements are crucial in developing the successful

communication in social interaction. Moreover,

these elements are simplified by Bialystok (Rueda,

2006: 173 – 174) who elaborates that pragmatic

competence includes three key important elements.

First element is the speaker’s ability to use any

linguistic forms for specific purposes which is to

employ speech acts. Second element is the listener’s

ability to understand the speaker’s real intention in

an utterance (e.g. indirect speech acts, irony and

sarcasm). The last element is the command of the

rules by which utterances are applied coherently by

interlocutors and creating a discourse.

3.3 Industrial Revolution 4.0 Era

3.3.1 Three Industrial Revolutions Stages

According to Marope (International Bureau of

Education, 2017: 82 – 83) “the lag time between

four industrial revolutions is shrinking, while the

complexity between one and the next grows

exponentially.” The first industrial revolution was

introduced in 1800s by the existence of mechanical

production facilities which were helped by water and

steam power. This had brought “the transition from

manual work to the first manufacturing processes,”

(Rojko, 2017: 79). One of the facilities was

mechanical loom in 1784.

The second stage of industrial revolution was

triggered through the introduction of the division of

labor mass production which was helped by the

power of electrical energy (Penprase, 2018: 209).

One of the example of this revolution was the

assembly line of the mass production of the Ford T-

ICELS 2019 - International Conference on Education, Language, and Society

578

Model car in 1870. However, this mass production

was lack of possibility of products’ customization.

The third industrial revolution was introduced

“through the use of electronic and IT systems that

further automate production” (Marope in

International Bureau of Education, 2017: 82). One of

the example was programmable logic controller in

1960. This digitalization with introduction of

microelectronics and automation characterized the

third industrial revolution. According to Rojko

(2017: 79), third industrial revolution provides

flexible production in manufacturing, “where a

variety of products is manufactured on flexible

production lines with programmable machines.”

However, this production was not flexible regarding

the quantity of products.

3.3.2 Fourth Industrial Revolutions

According to Marope (International Bureau of

Education, 2017: 85), in industrial revolution 4.0

era, technology will more insidiously pervade all

aspects of life, rather than just avant-garde

technologies production. Today, the fourth industrial

revolution is characterized by the development of

Information and Communications Technologies

(ICT), and through the use of cyber-physical

systems, the internet of things (IoT), the cloud,

augmented reality, autonomous robots, cyber

security, simulation, etc. 3D printers is one of the

example of the introduction of industry 4.0. Despite

the digitalization and new advanced technologies,

fourth industrial revolution is also triggered by the

demand by industrial manufacturing to increase the

profit with lower work costs (Rojko, 2017: 80).

Hence, industry 4.0 offers a promising solution

suitable for decreasing costs of industrial production

by using advanced technologies and internet services

that allow manufacturers to flexibly produce mass

custom products with flexible quantity (Rojko, 2017:

80)

The definition of industry 4.0 was coined at the

Hannover Fair in Germany in 2011 as a strategy to

decrease the rising competition from overseas and to

differentiate German and European Union industries

from other international markets (Pascall in Morrar,

Arman & Mousa, 2017: 14). Moreover, the

definition of fourth industrial revolution, proposed

by National Academy of Science and Engineering

(Liao et al., 2018: 13), was “as the technical

integration of Cyber-Physical Systems (CPS) into

manufacturing and logistics and the use of IoT in

industrial processes.” However, Schwab (2016: 12)

implies that “the fourth industrial revolution… is not

only about smart and connected machines and

systems.” Schwab (Shahroom & Hussin, 2018: 316)

also adds that the fourth industrial revolution is a

phase in the development of knowledge in which the

lines between physical, digital and biological worlds

are fading. The difference between fourth industrial

from previous revolutions lies in the fusion of

technologies (Internet of Things, Artificial

Intelligence, Cyber Security, etc.) and their interplay

across the physical, digital and biological worlds

(Schwab, 2016: 12). Therefore, industrial revolution

4.0 is a stage of how the advanced technologies

interact toward physical, digital and biological

domains to erode the boundaries of these domains.

4 DISCUSSION

4.1 Pragmatic Competence in the

Fourth Industrial Revolution

Since pragmatic competence concerns on the ability

of language users to use linguistic forms and

features to achieve a successful communication in

sociocultural environments, it is believed that this

competence plays important role in the era of

industrial revolution 4.0 where digital media is

connecting people in new ways which enables them

to maintain relationships across time and distance as

a part of social activities, and/or as participants to

face the challenge of industry 4.0. Moreover, fourth

industrial revolution also demands new talent who

has required skills development to work in a

company which is in facing competitiveness toward

international companies (Geissbauer, Schrauf, Koch,

& Kuge, 2014; Deloitte, 2015; Khan & Turowski,

2016). There are three domains where pragmatic

competence play important role in industrial

revolution 4.0 era; pragmatic competence in

multicultural literacy, in social skills, and in global

awareness. These literacy, skills, and awareness are

important to face the challenge of industrial

revolution 4.0.

4.1.1 Pragmatic Competence in Multicultural

Literacy

Along with the development progress of industry 4.0

in some countries and region (Liao et al., 2018), the

industrial revolution 4.0 provides potential impact

on the economy, business, governments and

countries, society and individuals (Schwab, 2016:

31). As supported by Hobsbawm (Penprase, 2018:

208) that industrial revolution is not only

The Roles of Pragmatic Competence in Facing the Challenge of Industrial Revolution 4.0

579

acceleration of economic growth, but it is rather an

acceleration of growth triggered by economic and

social transformation. It can be seen nowadays that

how society reacts to the development of

technologies, and how they make use of these

technologies.

In the era of fourth industrial revolution, the need

of human resources, who are literate, is one of the

demand in most of industries. The 21

century

requires people to have multiple literacies and to

apply them as needs arise (Marope in International

Bureau of Education, 2017: 87). Despite the ability

of reading, writing and counting, there are several

literacies that are required for people to participate

fully in industrial revolution 4.0, such as, digital

literacy, information literacy (Aberšek, 2017: 28),

and multicultural literacy. Schroeder (2011: xvii)

emphasizes that multicultural literacy is the ability to

engage and understand the world from diverse

perspectives, or in other word, diversity. Therefore,

multicultural or multilingual literacy plays important

role in industrial revolution since it reflects how

human interaction is (Mayuni, 2019).

According to Schwab (2016: 95), despite the

more digital and high-tech which are offered by

fourth industrial revolution, the greater need of

human interaction maintained by close relationships

and social interactions. In this fourth industrial

revolution era, social relationships seems are without

boundaries. Through social media and other internet

features people can interact with people from

different time and places. Moreover, the quality of

social interactions and relationships can be

influenced by the level of multicultural literacy

possessed by the people in the community.

According to Skiba (2017: 35), the peaceful in

multicultural environment is supported by

knowledge learned from other culture. Regarding

this, pragmatic competence shows important role in

developing multicultural literacy, since pragmatic

competence deals with the knowledge of different

cultures. Therefore, pragmatic competence is

important in developing multicultural literacy to

create strong relations in facing the challenge of

industry 4.0.

4.1.2 Pragmatic Competence in Social Skills

Despite the impact on society and economy,

industrial revolutions also impact on education

(Aberšek, 2017; International Bureau of Education,

2017; Penprase, 2018; Shahroom & Hussin, 2018).

The fourth industrial revolution demands different

quality of workers. Hence, according to Aberšek

(2017: 18 – 20) education needs to develop model of

the 21

century education that can produce

hardworking and self-educated human resources

with critical thinking, creative and emotional

intelligence skills.

Furthermore, according to World Economic

Forum (2016: 20 – 21), industrial revolution 4.0 has

also impacted on core work-related skills. One of the

crucial skills are social skills. Social skills are part of

cross-functional skill that is crucial in facing the

disruptive change triggered by industry 4.0. These

social skills cover several elements; emotional

intelligence, coordinating with others, negotiation,

persuasion, service orientation, training and teaching

others.

Emotional intelligence encompasses four

elements; self-awareness, self-management, social-

awareness, and relationship management (Aberšek

(2017: 39 – 40). Self-awareness involves emotional

self-awareness which is the ability to recognize and

understand individual’s emotion (Riedi, 2014).

Second element is self-management which involves

achievement orientation, adaptability, emotional

self-control, positive outlook. Third element is social

awareness which covers empathy and organizational

awareness. The last element, relationship

management, encompasses conflict management,

coach mentor, positive influence, inspirational

leadership, and teamwork.

These four elements of emotional intelligence are

part of social skills, which means people play role as

human beings in society. Another elements of social

skills, such as, coordinating with others, negotiation,

persuasion, service orientation, training and teaching

others, also play important role in human interaction.

Marope (International Bureau of Education, 2017:

87) also adds that interaction with others, especially,

working with others is required in 21

century skills,

and “this is also a key competence for social

cohesion, harmony, justice…and ultimately for a

peaceful and reconciled future.” These elements of

social skills will be in higher demand across

industries (Consumer; Energy, Financial Services

and Investors, Healthcare, Information and

Communication Technology (ICT), Media,

Entertainment and Information, Mobility, and

Professional Services) than technical skills, such as

programming or equipment operation and control

(World Economic Forum, 2016: 22).

Hence, pragmatic competence helps people

develop social skills, because one of the components

of pragmatic competence is sociopragmatics which

focuses on culture-specific involving the knowledge

of what is considered appropriate in a given specific

ICELS 2019 - International Conference on Education, Language, and Society

580

context (Sickinger & Schneider, 2015: 116). It is

supported by Penprase (2018: 222) who claims that

social relations and interactions are crucial elements

in fourth industrial revolution. Henceforward,

pragmatic competence, which deals with social

interaction in intercultural context, facilitates people

to gain knowledge of given context, and to react and

express themselves as social actors by using

appropriate language in that particular context

(Deda, 2013: 69). Regarding these theories,

pragmatic competence plays important role to

develop social skills of people in facing industrial

revolution 4.0.

4.1.3 Pragmatic Competence in Global

Awareness

The ability to recognize and understand

interrelationships among international community,

regions, public and private economic entities,

sociocultural groups, and individual across the globe

is called as global awareness (The North Central

Regional Educational Laboratory and the Metiri

Group, 2003: 30). To develop global awareness,

one should understand the every key elements

of target culture or community. It has been

mentioned before by Kasper (Wyner & Cohen,

2015: 521) that pragmatic competence provides

“knowledge of how to use language to achieve goals

in language interaction, or rather, competence of

language interaction in a sociocultural context.”

Pragmatic interpretation is also involved in the

understanding of human action in general (Horn &

Ward, 2001: 451). Hence, learning pragmatic

competence offers understanding of different

cultures, and provides the learners to react to the

communication acts employed by targeted cultures.

Other than understanding how national cultural

differences impact the interpretation of events at the

global level, and understanding the impact of

ideology and culture on national decisions about

access to and use of technology, one of crucial

elements in developing global awareness is to

participate in the global society by staying current

with international news and by participating in the

democratic process (The North Central Regional

Educational Laboratory and the Metiri Group,

2003: 30). To participate in the global society,

language is used as medium to connect people

and share ideas. Since language is a medium to

help people perform social functions and develop

interpersonal relationships in global society,

pragmatic competence, which is the ability to

convey and interpret appropriate meaning in social

communication, is important to be developed by

people to be competent speakers in international

community (Taguchi, 2009: 2). It has been proved

by research in linguistic anthropology and language

socialization that claims “pragmatic competence is

part of human social cognition and develops

naturally as linguistic and cognitive abilities

mature,” (Taguchi, 2009: 4). Thus, to develop these

awareness, pragmatic competence is important to

help people achieve awareness and knowledge of

varied culture required for facing industrial

revolution 4.0.

5 CONCLUSION

Despite the important role of pragmatics in

education as a tool for learners that enables them to

understand meaning from different perspective of

intercultural view, to learn the target language and

use specific appropriate features in different

contexts, namely pragmatic competence, and how

pragmatic competence affects language users’

behaviors, it is unclear that pragmatic competence

shows important role in industrial revolution 4.0 era.

However, this paper suggests that pragmatic

competence has important role in the fourth

industrial revolution.

One of the role of pragmatic competence in

fourth industrial revolution is in multicultural

literacy. In this fourth industrial revolution era,

social relationships seems are without boundaries,

making people can have interaction with others

without concerning time and geographical distance.

Through digitalization and new technology, they

fade the geographical boundaries in society around

the world. It can be seen nowadays that how society

reacts to the development of technologies, and how

they make use of these technologies to participate in

social interactions in sociocultural environments.

The development of this intercultural relationships

demand the need of multicultural literacy to avoid

misinterpretation and miscommunication. Pragmatic

competence offers interpretation and understanding

of different cultures. By developing pragmatic

competence, it allows people to have different

perspective of targeted culture.

The other domain of the important role of

pragmatic competence is in social skills. In

industrial revolution 4.0 era, interaction with people

from different countries is very possible through

online communication features. Moreover,

interacting with others has become important skill

The Roles of Pragmatic Competence in Facing the Challenge of Industrial Revolution 4.0

581

required in 21

century skills. The role of pragmatics

competence is important to help people have a

successful communication acts in sociocultural

context.

Pragmatic competence also plays important role

in global awareness. To develop the ability to

recognize and understand interrelationships among

international community, pragmatic competence

provides learners to not only develop awareness and

understanding, but also provide learners with

appropriate language features that help them

participate in every social process. Participating in

the social context is an important element in

developing global awareness for facing fourth

industrial revolution era.

As stated by Schwab (2016: 92), “the fourth

industrial revolution is not only changing what we

do but also what we are.” Thus, developing

pragmatic competence holds critical role in facing

the challenge of industrial revolution 4.0. Pragmatic

competence helps people develop critical skills,

literacy and awareness required to be fully

participated in this rapid growth triggered by fourth

industrial revolution.

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