Two Views of Discourse Structure: As a Product and As a ProcessCRISALDO CORDURA
This is are 3 presenter presentation on the discussion of "Two Views of Discourse Structure: As a Product and As a Process"
Credit to
https://uomustansiriyah.edu.iq/media/lectures/8/8_2020_03_30!04_57_35_PM.pptx
and
The book from the school
Two Views of Discourse Structure: As a Product and As a ProcessCRISALDO CORDURA
This is are 3 presenter presentation on the discussion of "Two Views of Discourse Structure: As a Product and As a Process"
Credit to
https://uomustansiriyah.edu.iq/media/lectures/8/8_2020_03_30!04_57_35_PM.pptx
and
The book from the school
After examining the different expressions of context, this paper proposes that context is the interaction between all the elements about language communication activities, including the intra textual co-text, the environment in which communication occurs and the mutual interaction of the shared information, culture, background and world knowledge of the participants. Therefore, context is dynamic. Then, this paper illustrates theories of pragmatics, including the speech act theory, the indirect speech act theory, the cooperative theory and the relevance theory. Finally, it discusses about the significance of context to pragmatics from the perspectives of narrow context and narrow pragmatics, and dynamic context and generalized pragmatics
Demystifying Interlanguage Pragmatics for EFL TeachersOmaima Ayoub
This presentation defines Interlanguage Pragmatics (ILP), introduces key relevant concepts, and provides a flexible model of L2 pragmatic instruction that can minimize instances of pragmatic failure in intermediate and advanced learners' L2 production. This model aims to increase learners’ cognitive awareness and enhance their receptive and productive skills. This presentation was delivered on January, 24th 2017 at the NileTESOL 21st International Conference, Cairo, Egypt.
Universidad Técnica Particular de Loja
Ciclo Académico Abril Agosto 2011
Carrera: Inglés
Docente: MS. Nina Aleksandrovna Nesterenko
Ciclo: Quinto
Bimestre: Segundo
After examining the different expressions of context, this paper proposes that context is the interaction between all the elements about language communication activities, including the intra textual co-text, the environment in which communication occurs and the mutual interaction of the shared information, culture, background and world knowledge of the participants. Therefore, context is dynamic. Then, this paper illustrates theories of pragmatics, including the speech act theory, the indirect speech act theory, the cooperative theory and the relevance theory. Finally, it discusses about the significance of context to pragmatics from the perspectives of narrow context and narrow pragmatics, and dynamic context and generalized pragmatics
Demystifying Interlanguage Pragmatics for EFL TeachersOmaima Ayoub
This presentation defines Interlanguage Pragmatics (ILP), introduces key relevant concepts, and provides a flexible model of L2 pragmatic instruction that can minimize instances of pragmatic failure in intermediate and advanced learners' L2 production. This model aims to increase learners’ cognitive awareness and enhance their receptive and productive skills. This presentation was delivered on January, 24th 2017 at the NileTESOL 21st International Conference, Cairo, Egypt.
Universidad Técnica Particular de Loja
Ciclo Académico Abril Agosto 2011
Carrera: Inglés
Docente: MS. Nina Aleksandrovna Nesterenko
Ciclo: Quinto
Bimestre: Segundo
The Effect of Instructional Methods and Locus of Control on Students’ Speakin...iosrjce
The aims of this study was to determine the effect of teaching methods and locus of control on
students' ability to speak in English. This study used an experimental method with 2 x 2 factorial design
involving 44 students of class IX SMA 01 Cibinong Bogor, West Java. In determining the sample, the
researchers used a technique multi-stage cluster random sampling, ie 22 students as the experimental group
were treated by using the Direct Method and 22 students as a control group treated with the use of Grammar
Translation Method (GTM). For collecting data, researchers used to test the ability to speak and questionnaire
variables for variable locus of control were further analyzed using ANOVA Two Paths and followed by Tuckey
test. The findings show that: (1) The ability to speak the students taught by using the Direct Method is higher
than those taught using grammar translation method (GTM); (2) Students with internal locus of control has the
ability to speak better than those who an external locus of control; (3) Students with internal locus of control
are taught using the Direct Method has a significant difference in the ability to speak with those who taught
Grammar translation is by using Method (GTM); (4) Students are taught with external locus of control by using
the direct method is no different with them yag taught using translation Grammar Method (GTM); (5) There is
an interaction between teaching methods and locus of control on their speaking ability
Es una filosofía humanista de formación y un conjunto de sugerencias y técnicas de formación terapeuta puede utilizar en la construcción de relaciones con clientes, recopilación de información sobre sus puntos de vista internos y externos del mundo, y ayudándoles a alcanzar metas y lograr el cambio personal, y diseñado para convencer a la gente que tienen el poder de controlar su propia y la vida de otras personas para mejor, y las prescripciones sobre la manera de hacerlo.
Theories of Second Language Acquistion.pptxAiza Bheal
Acculturation Theory: Nativization/ Denativization Theory.
It discusses the roles of the two theories in learning a second language, socio-cultural, and affective factors in language teaching/learning, and differentiates the terms nativization from denativization by highlighting their advantages and disadvantages.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
2. Taguchi, N. (2017). Interlanguage pragmatics. In A. Barron, P. Grundy, & G. Yueguo (eds.), The
Routledge Handbook of Pragmatics (pp. 153–167). Oxford/New York: Routledge.
Interlanguage pragmatics (ILP), a branch of second language acquisition
(SLA), examines second language (L2) learners' knowledge, use, and
development in performing sociocultural functions.
3. L2 learners need linguistic forms and skills
to perform everyday social functions
● our way of speaking is determined by context
● to whom we are talking and under what circumstances
● learners need to know which forms are appropriate to use in what
situations.
4. The Original Definition of ILP goes back to
Kasper & Dahl (1991)
‘interlanguage pragmatics will be defined in a narrow sense, referring to
nonnative speakers’ (NNSs’) comprehension and production of speech acts,
and how their L2-related speech act knowledge is acquired’.
5. Evaluation of Pragmatic Competence
● Dell Hymes (1972): Pragmatic competence in models of communicative
competence
“language knowledge entails both grammatical knowledge and
sociocultural knowledge that determine the appropriateness of language
use in context.”
● Swain & Canale (1980)’s Model was a forerunner in this trend, maintaining that
successful communication entails an efficient integration of grammatical,
sociolinguistic, discourse, and strategic competencies.
6. Canale and Swain’s model, however, did not sufficiently distinguish between sociolinguistic
and pragmatic competence, nor did it explicitly articulate pragmatic competence within the
model.
In Bachman and Palmer's (1996, 2010) framework, language knowledge consists of organisational knowledge and pragmatic
knowledge. Organisational knowledge in this framework dealt with formal aspects of language (grammar and textual aspects), whereas
pragmatic knowledge concerned language use in relation to language users and language use settings. Two types of pragmatic
knowledge were distinguished, namely functional knowledge, which enables us to interpret relationships between utterances and the
communicative goals of language users (e.g., knowledge of how to perform the speech act of request), and sociolinguistic knowledge,
which enables us to interpret or create utterances that are appropriate to specific language use settings (e.g., which forms to use to make
a request in situation).
7. Pragmatic Competence in Interaction
● ILP practice has been to identify those linguistic forms and semantic moves that
convey illocutionary force in a particular language, and compare these with
learners’ forms in order to determine a learner’s level of pragmatic competence.
● DCTs can be an example.
8. KEY ILP CONCEPTS
● Speech Acts: acts that constitute attempts by language users to perform
specific actions, in particular interpersonal functions like compliments,
requests, complaints, refusals, apologies, etc.
○ Three types of forces: Locutionary, Illocutionary, Perlocutionary
● Pragmatic Failure: the inability to understand “what’s meant by what’s said”.
● Factors Influencing Speech Acts: power, distance, imposition
9. KEY ILP CONCEPTS
Types of Pragmatic Knowledge:
1. Cognitive Awareness refers to learners’ ability to consciously identify and
distinguish between linguistic & sociolinguistic features of speech acts in both
L1 and TL. Two potential approaches include: Presentation (deductive) and
Student Discovery (inductive)
2. Receptive Skills address learners’ ability to comprehend and interpret
pragmatic behavior in teacher-generated material and natural data.
3. Productive Skills refer to the linguistic & pragmatic patterns that learners can
actually produce and incorporate into their speech production.
10. MODEL OF L2 PRAGMATIC INSTRUCTION
According to Judd (1999), the best practice for integrating L2 pragmatic instruction
includes three stages.
1. Observation focuses on ways learners will actively explore L2 pragmatic
learning targets
2. Analysis refers to the techniques and activities designed to facilitate
engagement with L2 pragmatic learning targets
3. Extension activities give learners the opportunity to apply what they have
learned in the observation and analysis stages.
14. In terms of Speech Acts:
● Development of requesting has been the most investigated area of research in
ILP.
● Kasper & Rose (2000) proposed five stages of request development:
○ Pre-basic stage
○ Formulaic stage
○ Unpacking stage
○ Pragmatic expansion
○ Fine tuning
15. PRE-BASIC STAGE
● This stage is non-pragmatic in that learners’
resources are so limited that they use whatever
they have to get their message across. Very
short utterances dominate, and there is no
apparent politeness or orientation to social
relationships.
16. FORMULAIC STAGE
● Learners use chunks, routine formulae, and
imperatives to make requests. There is little
evidence of deployment of sociopragmatic
knowledge, but high-frequency constructions
and formulae do occur.
17. UNPACKING STAGE
● Learners start using conventional indirectness
(“Can I…”) and increasingly analyze formulae. They
start to make pragmalinguistic choices based on
social context variables (power, distance, and
degree of imposition)
18. PRAGMATIC EXPANSION
● Learners’ repertoire of pragmalinguistic tools
increases, with utterances becoming more
syntactically complex and including more mitigation.
19. FINE-TUNING
● Learners’ mapping of pragmalinguistic tools
and pragmatic rules becomes increasingly
target-like, and utterances are recipient-
designed for particular interlocutors and
situations.
20. Many longitudinal research has
supported Kasper & Rose’s stage
sequences for requests.
Some differences have
been found amongst
languages.
21. ...
Some research also exists on other speech acts besides
requesting. Development in apologizing has been
researched widely. Studies on apology revealed similar
tendencies found in studies on request, with learners
expanding their pragmalinguistic repertoire of apology
strategies, and moving from formulaic to more complex
apologies.
22. As L2 learners improve, they
replace direct strategies with
indirect ones as stated by Bella
(2014)
23. Overall, developmental studies have shown:
● Shift from using brief utterances to complex utterances
● from directness to indirectness
● greater automatization in linguistic knowledge, more
complex speech acts
24. The Cross-Cultural Speech Act Realisation Project (CCSARP)
BLUM-KULKA & OLSHTAIN
The goals of the project are to compare across languages
the realization patterns of two speech acts—requests and
apologies —and to establish the similarities and
differences between native and non-native speakers'
realization patterns in these two acts in each of the
languages studied within the project.
25.
26. The Goals of the Project
● Situational variability
● Cross-cultural variability
● Native vs. non-native variability
28. CARLA
Most materials have been written based on the intuition of the
textbook writers. There seems to exist a shared belief that
native English speakers just know intuitively how to interact in
their language and should be able to explain the social use of the
language to the learners.
29. Example
A: What a beautiful dress!
B: Thank you. I’m glad you like it.
However, in real life, when someone compliments us, we may reply:
A: That’s a cute dress you’re wearing.
B: Really? This old rag? I got it at the Salvation Army for $2.00!
or
B: You’re the third person today who’s complimented me on it. I must have done something right!
Research has shown that native speakers of American English accept a compliment only about one third of the time, which would
suggest that what ESL learners are learning from textbooks may be grammatically correct, but inauthentic in terms of real
language and real interactions with native speakers.