1. Instructor: Chelsea Jones Teaching English in English (TEE) January 2012 Adapted from: Dr. Scott Phillabaum’s PPT Presentation on Pragmatics

2.   In a group of 4, share some of the phrases or conversations that you heard in the last few days.  How was your experience?  Were you surprised by what you heard? What surprised you?  Did you hear something that you expected to hear?  Choose 4 or 5 phrases from your group to share with the class.  We will write these on the board. Eavesdropping Assignment

3.   In groups of four, analyze the sample lesson plan that you have been given. Each group should select a leader, a note taker, a taskmaster, and presenter.  Your task is:  1. Read the lesson plan together with your group.  2. Identify the aspect of pragmatics that the lesson addresses.  3. Describe how the lesson focuses on pragmalinguistics (grammatical features)  4. Describe how the lesson focuses on sociopragmatics (social appropriateness)  5. Present your lesson to the group, discussing 2-4 above. Sample Activities for Teaching Pragmatics

4.   Pragmalinguistics: The linguistic resources for conveying communicative acts and interpersonal meanings. Usually thought of in terms of grammar.  Sociopragmatics: The sociological part of pragmatics. The social perceptions underlying participants’ interpretation and performance of communicative action. Reminder from last class

5.  BREAK

6.   Make sure you have decided who will speak during each part of your presentation.  What is the pragmatic feature?  How does it address pragmalinguistics?  How does it address sociopragmatics?  What else should we know about the lesson plan?  Let’s hear each group’s presentation.  Feel free to ask each group questions about their specific lesson plan.  Do any of these lesson plans sound like something you could use in your classroom? If yes, how? If no, why not? Lesson Plan Presentations

7.   http://www.americancorners.or.kr/vac_html/ENG /05_english_teaching_2/english_teaching_020200.as p?pageid=2&subpage=2 http://www.americancorners.or.kr/vac_html/ENG /05_english_teaching_2/english_teaching_020200.as p?pageid=2&subpage=2  http://exchanges.state.gov/englishteaching/resfort each/pragmatics.html http://exchanges.state.gov/englishteaching/resfort each/pragmatics.html  These links are posted on our class wiki page, also. Pragmatics Lesson Plans

8.   Great books for Pragmatics & Pragmatics Language Teaching:  Pragmatics  Author: George Yule  Publisher: Oxford University Press  Discourse Analysis in the Language Classroom: Volume 1. The Spoken Language  Author: Heidi Riggenbach  Publisher: The University of Michigan Press Pragmatics Books

9.   Current research argues for using authentic input for teaching pragmatics.  With a partner, discuss with you think this is so.  Textbooks do a poor job of representing authentic language  Native speaker intuition about language use is often wrong. Now…how can you use pragmatics in your classroom?

10.   A lesson on pragmatics can begin with awareness-raising. This might involve a discussion of how learners perform the target feature in their first language.  This should include both a discussion of the language they use and the social and cultural knowledge needed to perform the feature appropriately.  Learners might also share their own ideas about how things are done in the target language, including anything that seems surprising or strange.  Finally, learners should have opportunities to analyze examples of the target feature and to practice producing the feature in context. How to organize a lesson on pragmatics

11.   Lessons that focus on pragmatics should address both pragmalinguistics (grammar) and sociopragmatics (social and cultural understandings).  Lessons should also provide an opportunity for awareness-raising as well as an opportunity for production.  Comparisons of how a particular action is performed in the learner’s first language and how it is performed in the target language can be useful.  Often, learners are not aware of how they do things with language in their first language How to organize a lesson on pragmatics

12.   Heidi Riggenback provides the following outline for designing lessons on pragmatics and discourse:  Step 1 - Predict: learners make predictions about the target structure.  Step 2 - Plan: learners set up a research plan that will produce samples of the target structure.  Step 3 - Collect data: learners observe and/or record the target structure in its discourse environment How to organize a lesson on pragmatics

13.   Step 4 - Analyze: learners analyze the data and explain results / make conclusions.  Step 5 - Generate: learners discuss the target structure or produce the target structure in its appropriate context.  Step 6 - Review: learners summarize their findings or re-analyze the data that they produced, asking whether the data conform to their conclusions in step four. How to organize a lesson on pragmatics

14.   Learners’ revision of previous work and role- playing.  Learners’ self-evaluation of pragmatic production.  Teacher’s assessment of student’s pragmatic production.  Teacher-student collaborative assessment (conferencing). Assessing pragmatics

15.   Use of a Discourse Completion Test (DCT).  Learners’ collection & analysis of data.  Learners’ reflections of language use in context.  Learners’ analysis of context-language relationship.  Traditional assessments of forms, vocabulary, expressions needed for different pragmatic features. Assessing pragmatics

16.   Take a few minutes and make a list of five things that you can do to better integrate pragmatics into your teaching.  Share with the class. Integrating pragmatics into your own teaching

17.   I’ll see you next week for our last class together! Thank you!