Teaching Pragmatics - 3167 Words

Teaching Pragmatics explores the teaching of pragmatics through lessons and activities created by teachers of English as a second and foreign language. This book is written for teachers by teachers. Our teacher-contributors teach in seven different countries and are both native-speakers and nonnative speakers of English. Activities reflect ESL and EFL classroom settings. The chapters included here allow teachers to see how other teachers approach the teaching of pragmatics and to appreciate the diversity and creativity of their endeavors. Taken together, the activities constitute a spectrum of possibilities for teaching pragmatics. Each submission provides novel insight into the ESL/EFL classroom and demonstrates that there is no single†¦show more content†¦Being outside the range of language use allowed in a language or making a pragmatic mistake may have various consequences. As the teachers contributing to this volume point out, a pragmatic error may hinder good communica tion between speakers (Takenoya), may make the speaker appear abrupt or brusque in social interactions (Lee), or may make the speaker appear rude or uncaring (Yates). Gallow points out that maintaining a conversation in English requires underlying knowledge of responses that prompt a speaker to continue, show understanding, give support, indicate agreement, show strong emotional response, add or correct a speaker s information, or ask for more information. Berry discusses the importance of learning how to take turns and demonstrates that listening behaviors that are polite in one language may not be polite or recognizable in another. Unintentional insult to interlocutors (Mach Ridder) and denial of requests (Weasenforth) have been identified as other potential pragmatic hazards. Left to their own devices with respect to contact with the target language in and out of the classroom, the majority of learners apparently do not acquire the pragmatics of the target language on their own (Bouton, 1988, 1990, 1992, 1994, Bardovi-Harlig, 2001; Kasper, 2001). What makes pragmatics secret seems to be in some cases insufficient specific input and in others insufficientShow MoreRelatedEssay about Pragmatic Develpment in a Second Language669 Words   |  3 PagesL2 pragmatics literature on suggestions is also quite limited. Only a small number of researchers have made attempts to explicitly address suggestions, how they are used in classroom interaction, and teacher-student conversations in conferences. Overall, a unanimous agreement exists among the available research (Bardovi-Harlig and Hartford, 1990, 1993; Bardovi-Harlig, 1996; Rintell, 1979; Bell, 1998; Matsumura, 2001) that L2 learners fall short of institutional expectations to use pragmatic strategiesRead MoreQ uestions On School And Institute3283 Words   |  14 PagesARTICLE ? ? (e.g. ?essay, ?scientific ?report, ?conference ?transcript, ?or ?whatever ?you ?have ?chosen) ? ? ? INTENDED ?AUDIENCE ?or ?IMAGINED ?CONTEXT: ? (if ?required) ? ? Journal of Pragmatics ? ____________________ ? Fill ?in ?this ?section ?if ?you ?want ?to ?clarify ?the ?audience ?or ?context ?you ?imagine ?for ?this ? piece ?of ?work. ? ?You ?may ?wish ?to ?do ?this ?ifRead MoreDiffereces Between Vietnamese and American Compliment10198 Words   |  41 Pages 1. Rationale 1 2. Aims of the study 3 3. Scope of the study 3 4. Methods of the study 4 5. Data collecting procedure 5 6. Design of the study 5 Part B: Development Chapter I: Theoretical Background 1. What is Pragmatics? 6 1. What is Speech acts. 6 2. Compliment as a speech act. 11 1.2. Cultural communication. 13 1.2.1. Notion of culture 13 1.2.1.1. Cross-cultural communication. 14 1.3 Positive – negative politeness. 14 Chapter II: A cross-cultural studyRead MorePragmatic Definition Of Pragmatic Competence2200 Words   |  9 PagesPragmatic competence, in the scientific acceptance of the term, generally denotes the appropriate use of language in any given social matrix where both implicit and explicit meanings take center stage. A search of the pertinent literature yields a number of different, yet all very general, definitions of pragmatic language. Gallagher describes pragmatic language as linguistic elements and contextual elements as forming a contextual whole (1983, p. 2). A simpler definition comes from Bates (1976Read MoreViolation Of The Maxims Of Cooperative Principle7912 Words   |  32 Pages(Conclusion and pedagogical implications) 8) Scope And Limitations of the Study 9) Significance of the Study 10) Conclusion CHAPTER - I Introduction: The main aim of the present research is to study how Pragmatics works as a torch in the appreciation of literature. Pragmatics is associated with the study of meaning as communicated by a speaker and interpreted by a listener. This type of study necessarily involves the interpretation of what people mean in a particular context and how theRead MoreSpeech Act Theory and Application in the Efl Classroom.3238 Words   |  13 PagesEssay Mahly J. Martinez (2008) SPEECH ACT THEORY AND APPLICATION IN THE EFL CLASSROOM. †¢ Introduction ( Recent interest in teaching speech act theory (beyond the form) (Garcia, M, 2000) †¢ Communicative competence Theory (Sassan, B 2007) †¢ Speech Act Theory (Overview) (Austin 1962 – Searle, 1965, Yule 1991) †¢ Indirect and Direct Acts (Sassan, B. 2007) †¢ Practical Activities for Applying the speech act theory in the EFL Classroom (Fujimori, 2004) †¢ Pedagogical implications (Garcia, M. 2000, VezRead MoreStudies of Negative Pragmatic Transfer in Interlanguage7383 Words   |  30 PagesOF GUANGXI NORMAL UNIVERSITY ,ï ¿ ½ Studies of negative pragmatic transfer in interlanguage pragmatics LIU Shao- zh on g , LI AO Feng - r on g (Foreign Languages College , Guangxi Normal University , Guilin 541004, China ) Abstract : Negative pragmatic transfer (NPT ) is nothing but a difference of saying things between non2native speakers and native speakers . It occupies an important position in inter 2 ,ï ¿ ½ ,ï ¿ ½ language pragmatics whose mission is to scrutinize how non 2native speakers doRead MoreEssay on George Herbert Mead: The Self, Me and I3162 Words   |  13 Pagesself-contradiction, but from the fact that the asserted propositional content contradicts some pragmatic presupposition for an utterance; in the examples that the speaker exists and that the speaker can talk, respectively. A performative contradiction can be described as a logical contradiction between the asserted propositional content of the utterance (I cannot talk) and a description of one of the pragmatic presuppositions for an utterance (I, the speaker, can talk). This fact, however, doesRead MoreTeaching Assistant Level 2 Supportive the Pupil Essay11565 Words   |  47 PagesPUPIL TASK 6. The social and emotional development of children from 5 to sixteen plays a crucial part in in the impact and quality of the child’s lives these influence the development of the child in various ways which is why it is important for a Teaching Assistant to recognise these factors so they can help the child continue learning and use the skills already instilled in them. By treating each child as their own person you learn that they are all different and develop at their own pace but inRead MoreCommunicative Language Teaching ( Clt ) Approach1367 Words   |  6 PagesCommunicative Language Teaching (CLT) approach. Nowadays, in fact, Communicative Language Teaching is one of the most common teaching methods adopted by teachers of second and foreign languages all over the world. Its origin can be found in the late 1960s early 1970s in the British academic system, which was undergoing a serious of changes that reflected, none other than, the changes that were occurring in society. The aim of this paper is to give an overview of what Communicative Language Teaching is, what are