1. Q: Discuss the statement “Language exists within the context of culture.” How does this statement relate to your teaching?

2.
Q:What are the premises cross-cultural communication misunderstandings are based on?

3. Q: Variables of communicative interactions such as setting, status, gender, and age of the participants are critical in determining how speakers use language to convey intended messages. Provide examples.

4.
Q: How do speakers negotiate meaning? How would you relate this to your own teaching?

5. Q: Provide examples of communicative misunderstandings regarding communicative intent.

6. Q: What are speech acts?

7. Illocutionary acts (its real, intended meaning)
Speech Acts
Locutionary acts (i.e. the actual utterance and its ostensible meaning, corresponding to the verbal, syntactic and semantic aspects of any meaningful utterance)
Illocutionary acts (its real, intended meaning)
Perlocutionary acts (i.e. its actual effect, whether intended or not).
Austin, J. L. (1975) How To Do Things with Words. Oxford: Oxford University Press.

8. Breaking up: It’s not you, it’s me http://www. youtube. com/watch

9. "In indirect speech acts the speaker communicates to the hearer more than he actually says by way of relying on their mutually shared background information, both linguistic and nonlinguistic, together with the general powers of rationality and inference on the part of the hearer."
John Searle, Speech Acts, Cambridge University Press 1969,
John Searle, "Indirect speech acts." In Syntax and Semantics, 3: Speech Acts, ed. P. Cole & J. L. Morgan, pp. 59–82. New York: Academic Press. (1975). Reprinted in Pragmatics: A Reader, ed. S. Davis, pp. 265–277. Oxford: Oxford University Press. (1991)

10. Q: What is pragmatic competence
Q: What is pragmatic competence? Why is it important to language learners?

11. The ability to understand another speaker's intended meaning is called pragmatic competence. How the transmission of meaning depends not only on the linguistic knowledge of the speaker and listener, but also on the context of the utterance, knowledge about the status of those involved, the inferred intent of the speaker, and so on.

12. Q: How would you help your students to develop their pragmatic awareness?

14. Q: Provide examples of conversation topics which may be viewed as intrusive or offensive by North Americans.

15. Can I speak to your mommy? It’s hot in here.
Phoebe’s pragmatic competence

16. Communicative Competence (Canale and Swain, 1980)
Grammatical competence: words and rules
What words do I use? How do I put them into phrases and sentences?
Sociolinguistic competence: appropriateness
Which words and phrases fit this setting and this topic? How can I express a specific attitude (courtesy, authority, friendliness, respect) when I need to? How do I know what attitude another person is expressing?
Strategic competence: appropriate use of communication strategies
How can I express my ideas if I don’t know the name of something or the right verb form to use?
Discourse competence (Canale,1983)
Cohesion/ Coherence ---How are words, phrases and sentences put together to create conversations, speeches, messages, newspaper articles?

17. ( ) competence
1a. I don’t eat nothing.
1b. I eat nothing (or I don’t eat anything).
2a. I recognize the student whom I danced with.
2b. I recognize the student with whom I danced.
3a. I like to strongly reject the view that poor students are lazy.
3b. I like to reject strongly the view that poor students are lazy.

18. 4c. May I have your attention, please?
( ) competence
4a. Shut up!
4b. Listen to me.
4c. May I have your attention, please?
Communicative Styles or Registers

19. ( ) competence Praising: “You look beautiful, Mummy”.
Appealing to justice/morality: “All my friends have been to the zoo, except me”.
Appealing to emotional blackmail: “I won’t love you any more if you don’t take me to the zoo”.
Justifying: “The trip to the zoo is educational”
I don’t like you mommy!

20. Communication Strategies A mutual attempt of two interlocutors to agree on a meaning in situations where requisite meaning structures do not seem to be shared. Meaning structures include both linguistic and sociolinguistic structures (Tarone 1980). Potentially conscious plans for solving what to an individual presents itself as a problem in reaching a particular communicative goal (Færch and Kasper 1983).

21. Avoidance or Reduction Strategies Message abandonment Topic avoidance Achievement or Compensatory Strategies Circumlocution Approximation Word-coinage Use of nonlinguistic means Literal translation Foreignizing Code switching

22. Jargon (computer Bus)
Scrunchie (scrunchy)

23. Which competence?

24. The Pros and Cons of Teaching CSs
It is obvious that we should teach them about strategies, in particular how to use communication strategies most appropriately (Færch and Kasper 1983).
Teaching CSs may prevent the learners from learning new vocabulary. Teach the learners more language and let the strategies look after themselves (Kellerman 1991).
Færch, C., & Kasper, G. (1983) Strategies in interlanguage communication. Harlow, England: Longman
Kellerman, E. (1991) Compensatory strategies in second language research: A
critique, a revision, and some (non-)implications for the classroom. In R.
Phillipson, E Kellerman, L. Selinker, M. Sharwood Smith, and M. Swain (Eds).
Foreign/second language pedagogy research; A commemorative volume for Claus
Færch: Clevedon, England: Multilingual Matters.

25. Conversational exchanges * Turn-taking (p.250) * Use of backchannel cues * pseudo-invitations

26. Q: Asians tend to have a preference for an inductive pattern for topic introduction, while Westerners show a preference for the deductive pattern. What do you think?