MY DEAR TEACHERS FOR NEXT CLASS YOU MUST BRING A CHART IN WHICH YOU EXPLAIN WHAT THE SPEECH ACTS ARE.

HOW MAY YOU ANALYSE THE PREVIOUS COMIC IN TERMS OF SPEECH ACTS?

 

1.Do not forget to comment.
2. Comic must be related to pragmatics and deixis.



MY DEAR TEACHER  YOU MUST CREATE A COMIC LIKE THE FOLLOWING ONE, AND BRING IT FOR NEXT CLASS.

 

 

 

Question: what other posible context can you imagine for: " WE NEED TO TALK" 

DO NOT FORGET TO BRING THE CONCEPT MAP FOR NEXT CLASS.

Question:

How does the  message change and why?

 

GENERAL INFORMATION.

 

FACULTY	Faculty of Education	PROGRAM	B. A in English Teaching
AREA	DISCIPLINE TRAINING AREA	COURSE	PRAGMATICS
COURSE ID NUMBER	BFE22B00A133	SEMESTER	Fourth
NUMBER OF CREDITS	2	DATE	21/07/2014
HOURS OF IN-CAMPUS WORK	32	HOURS OF INDEPENDENT WORK	64
PROFESSOR	CARLOS CARRILLO	E-mail	@ugc.edu.co

 

2.    RATIONALE.

The Pragmatics course is designed to present the students the underlying principles of the subject, especially those which are directly connected to the interaction and the use of the language, which depends on the context where it is used. It is important to elicit students’ cultural background knowledge, in order to create discussions about how speakers use and understand language in different contexts and also about how to apply those concepts in their daily life and in their teaching practice.

 

GENERAL OBJECTIVE.

 

At the end of the course, the students will be able, among other things, to understand and reflect on the basic concepts related to Pragmatics, to prepare them for simple analysis of communication and interaction in a second language, based on different cultural backgrounds and leading them to develop higher thinking processes, like problem solving and independent and reflective learning. They will show this by generating a virtual product (Website).

SPECIFIC OBJECTIVE.

On successful completion of this course, students will be able to:

·         Identify and reflect on the basic principles of linguistic pragmatics, and some other important aspects related to successful linguistic communication.

·         Examine, assess and apply the different theories attached to communication and cultural backgrounds.

·         Develop awareness of potential communication issues, given in different cultural backgrounds.

·         Demonstrate good understanding of the concepts related to the Speech Act theory.

·         Discuss about pragmatic concepts like politeness, preference structure, discourse analysis and others.

·         Display in a creative way the products of the course in a website.

 

AREA DISCUSSION PROBLEM

Which are the linguistic aspects of communication that increase the students’ use of the English language in specific contexts, in order to foster their awareness of it and to establish differences between those contexts?

 

6.            COURSE DISCUSSION ISSUES.

 

·         What are the differences between Semantics and Pragmatics?

·         Why most of the subfields of linguistics, such as socio-linguistics or psycho-linguistics, look for and inclusion of Pragmatics in different types of research?

·         Why is cultural background and context important in Pragmatics?

·         How to state objective differences on social contexts, in order to generate theories about the use of English.

7.            COMPETENCES.

 

The students must develop the following competences:

·         Good autonomous learning habits, reinforced with good verbal communication.

·         Deep analysis of theoretical concepts that allows questioning them and suggesting new perspectives.

·         Discuss the cooperative principles in the study of the English language.

·         Awareness of innovative instructional methods which include information technologies.

·         Reflect about the best transformative educational learning and teaching methods.

·         Apply new knowledge to daily life in order to improve pronunciation.

·         Ability to transmit new knowledge to others.

 

8.            ACTIVITIES.

 

WEEKS	TOPICS	INDEPENDENT WORK
1	What are the general principles of the course? What is the syllabus, the methodology and evaluation criteria of the course?	Start the design of the tool that will allow the student to present the final project that comprises the work of the semester. Finding information related to the Components of the Language.
2	What is Pragmatics and to what other fields of linguistics is it related?	Present the Concept Map.  http://popplet.com/ Finding information related to Deixis. Creating a digital story where some deictical expressions are used in a specific context. Finding information related to Speech Act Theory. Locutionary, illocutionary and perlocutionary acts.
3	Is Deixis attached to cultural context? How can people from different cultural backgrounds understand these types of words?	Socialize a digital story where some deictical expressions are used in a specific context.
4	Do we need to view pragmatic meaning in a broader framework than that espoused in SAT(Speech Act Theory)? Which framework and why?	Draw a chart that includes at least five utterances and that shows the locutionary, illocutionary and perlocutionary acts, their functions and examples. Finding information related to  Speech Act Theory II. Felicity conditions, performatives, direct and indirect speech.
5	When can a speaker say that his message was well transmitted and well received?
6	FIRST STRIKE EXAM
7	What is Grice's motivation for discerning conventional implicature as distinct from conversational implicature?	.
8	Which linguistic forms enable a listener or reader to identify a referenced entity?
9	What is the relation between sentence meanings and presuppositions?
10	What does it mean to be polite? Does it have the same definition in different contexts?
11	How to analyze a conversation?
12	SECOND STRIKE EXAM.
13	What is Discourse Analysis? How is Discourse Analysis studied?
14	Whas aspects are necessary to be coherent?
15	Why is cultural background important in the study of Pragmatics?
16		.
17-18	FINAL EXAM AND FEEDBACK SESSION	Developing the Exam.

 

9.            READING PLAN.

 

Yule, George. Pragmatics. Oxford: Oxford University Press, 1996.

 

ASSESSMENT CRITERIA.
TYPE OF ASSESSMENT:	PERCENTAGE%	DATE	ASSESSMENT ACTIVITIES
PROFESSOR' ASSESSMENT	90%	6th - 12th and 17th week	Continuous assessment of website design (60%)  1-hour written examination at the end of Semester (40%)
SELF-ASSESSMENT	5%	6th - 12th and 17th week	Checklist with established criteria.
PEER-ASSESMENT	5%	6th - 12th and 17th week	Checklist with established criteria.

 

 

REFERENCES.

 

Core text: Yule, George. Pragmatics. Oxford: Oxford University Press, 1996.