Politness and interaction socio
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This document appears to be an introduction slide for a presentation given by three individuals: Setiawan Bayu Nugroho, Fider, and Mr.khairi. No other details are provided about the topic or contents of the presentation.
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Here are the slides from my presentation at the JALT 2013 national conference, in Kobe, Japan on October 27th. Here's the abstract:
If pragmatic competence is indeed a crucial part of successful communication (Murray, 2009), it follows that language learners need both instruction of pragmatic routines and awareness raising in order to achieve proficiency in a second language (Charlesbois, 2004). The field itself is quite broad, however, encompassing areas such as speech acts, discourse organization, sociolinguistics, and conversational structure, implicature, and management- all areas not traditionally addressed in language teaching curricula (Bardovi-Harlig & Mehan-Taylor, 2003). For English teachers in Japan largely unfamiliar with pragmatics yet interested in learning more, guidance is needed in exploring its many benefits for improving oral communication skills. This workshop will therefore aim to make pragmatics more accessible and practical by defining the field in lay terms, making a case for its inclusion within an oral communication curriculum for low-intermediate and above learners, and providing specific ideas on which aspects to focus upon and how to teach them. Participants will have an opportunity to experience and reflect on various activities that introduce, practice, and assess progress in building pragmatic competency. Space will also be included for participants to discuss their teaching contexts and exchange ideas on how to effectively introduce pragmatics to their students.
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Bardovi-Harlig, K. & Mehan-Taylor, R. (2009). Teaching pragmatics. English Teaching Forum 2003(41:3).
Charlebois, J. (2004). Pragmatics: The heart and soul of linguistic proficiency. The Language Teacher, 28(4).
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Pengembangan kurikulum-2013
Kurikulum 2013 membawa perubahan signifikan pada empat elemen utama, yaitu: (1) standar kompetensi lulusan yang menitikberatkan pada pengembangan soft skills dan hard skills secara seimbang, (2) standar isi yang mengubah pendekatan pembelajaran menjadi tematik integratif, (3) standar proses yang mengubah proses pembelajaran menjadi siswa sentris, dan (4) standar penilaian yang menilai proses dan hasil secara bersama
Textual equivalence
The document discusses various types of cohesion that provide links between parts of a text, including reference, substitution, ellipsis, conjunction, and lexical cohesion. Reference uses words like pronouns to refer to things introduced earlier. Substitution and ellipsis involve replacing or omitting words. Conjunction uses words like "and" and "but" to connect sentences. Lexical cohesion involves repeating or associating vocabulary through reiteration or collocation. Different languages use these cohesion techniques in different ways.
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The document summarizes a report that identifies 11 key elements of effective writing instruction for adolescents based on a meta-analysis of research. The elements include teaching writing strategies, summarization, collaborative writing, setting specific goals, using word processing, sentence combining, prewriting activities, inquiry activities, incorporating process writing, peer feedback, and explicit instruction. Implementing these elements can help improve the writing skills of adolescents and address the literacy crisis.
Assessment in language teaching
Group 2 consists of J. Sutomo, Bayu S., Tyo, Rayda, Sari K., and Kharisma. The document discusses different types of assessments, including informal and formal assessments, formative and summative assessments, and norm-referenced and criterion-referenced tests. Informal assessments are unplanned and take various forms like feedback, while formal assessments are specifically designed exercises. Formative assessments evaluate students in the process of learning to help continued growth, while summative assessments summarize learning at the end of a course. The conclusion is that assessment in language teaching evaluates both student skills and knowledge.
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The document lists the names of 6 people in Group 2 and then discusses the definition, characteristics, and scope of language. It defines language as a systematic communication using vocal symbols that develops spontaneously in children. The main characteristics of language are that it is systematic, arbitrary, and symbolic. The scope of language includes levels of analysis like phonetics, semantics, communication systems, and sociolinguistics as well as comparisons to animal communication and first language acquisition.
Gender and age
Gender refers to social behaviors that distinguish people as masculine or feminine rather than biological sex. It focuses on contrasting descriptions of traditionally masculine and feminine traits. The document provides an example of Tayana, a young indigenous person from North America who speaks Tuyuka at home to communicate with their children, while their husband speaks Desano.
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Politness and interaction socio
- 1. Presented by : Setiawan Bayu Nugroho Fider Mr.khairi