Developingpragmaticcompetence-PPT文档资料-讲义
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pragmatic competence
Suggested ways for PC improvement
The improvement of language proficiency Ellis thinks that language proficiency is the most important reason that causes pragmatic failures. Pragmatic awareness raising Teachers: Ran Yong-ping considers that "what a teacher should think about first is that how many opportunities students can get to contribute to training and development for their pragmatic competence". Students: communicating with others and use English with pragmatic awareness Compilers: bringing pragmatic principles in course materials such as discourse markers, communicative strategies, speech acts, etc. Teaching approach pragmatics- oriented teaching explicit instruction task-based approach and communicative approach
Pragmatic competence and L2 instruction
英语教学法教程PPTunit2
Strategic competence
Teachers need to help learners
To take risks in using the language; to use a range of communicative strategies; to learn the language needed to engage in some of these strategies, e.g. “what do you call a thing that\ a person who…”
Strategic competence is similar to communication strategies. It refers to strategies one employs when there is communication breakdown due to lack of resources.
Unit Two Communicative Principles and Activities
Part One: Communicative Language Teaching
Grammar Translation Direct Method
The Audio-lingual Method Total Physical Response
Discourse competence refers to one’s ability to create coherent written text or conversation and the ability to understand them. It also includes one’s ability to initiate, develop, enter, interrupt, check, or confirm in a conversation.
2012 applied pragmatics 16
基于社会-文化因素的考虑运用英语进行交际的能力。 • 对语境的敏感性 • 对面子需求和礼貌的表达/表达，对态度/情感的 传达/识别，对正式程度的把握等。 Airport, please. ??? Sir, could you please drive me to the airport?
英语语用认知能力
• For Swain ， sociolinguistic competence has to do with the appropriateness of meaning and appropriateness of form. （ Swain ， 1984, p. 188).
根据Ellen Bialystok的看法(1993, p. 43)，语用 能力包括与特定语境中语言表达和理解密切相关的 一些能力： • （说话人）使用运用语言执行诸如请求、指示等行 为的能力； • （听话人）理解说话人真实意图的能力，特别是当 这些意图不是直接表达出来的时候； • 按照话语组构规则构筑语篇的能力 （如话轮转换、 合作、衔接）。
Week 16
Applied Pragmatics
Outline
• Applied pragmatics • Developing pragmatic competence • Pragmatic approach to translation
Applied pragmatics
Where can we apply pragmatics? • Literary analysis (Literary pragmatics) • Rhetorical analysis • Stylistic analysis • Translation studies • Language teaching • Language acquisition • Speech therapy • Artificial intelligence etc.
英语语用认知能力
• For Swain ， sociolinguistic competence has to do with the appropriateness of meaning and appropriateness of form. （ Swain ， 1984, p. 188).
根据Ellen Bialystok的看法(1993, p. 43)，语用 能力包括与特定语境中语言表达和理解密切相关的 一些能力： • （说话人）使用运用语言执行诸如请求、指示等行 为的能力； • （听话人）理解说话人真实意图的能力，特别是当 这些意图不是直接表达出来的时候； • 按照话语组构规则构筑语篇的能力 （如话轮转换、 合作、衔接）。
Week 16
Applied Pragmatics
Outline
• Applied pragmatics • Developing pragmatic competence • Pragmatic approach to translation
Applied pragmatics
Where can we apply pragmatics? • Literary analysis (Literary pragmatics) • Rhetorical analysis • Stylistic analysis • Translation studies • Language teaching • Language acquisition • Speech therapy • Artificial intelligence etc.
Developing Pragmatic competence in the EFL Classroom
My understanding of PC
PC is a socio-culture-related skill of language, i.e. the skill of using the appropriate linguistic form conforming to the target language culture in the social contexts. It covers two levels: the first basic level of the knowledge of the right linguistic forms and the target language culture; the second level of the ability of using correct linguistic forms to fulfill the communicative purposes appropriately.
Outline
1.
2.
3.
4.
5.
What is pragmatic competence? Why should pragmatic competence be developed? Can pragmatic competence be taught in the EFL classroom? How to develop pragmatic competence in the EFL classroom? Factors hindering the development of pragmatic competence in the EFL classroom
2. Why should pragmatic competence be developed? Learning language involves many aspects: not merely its sounds, words, grammar, meanings, functions, but the social, cultural and discourse conventions.
外语教学中的语用能力
17
IV. 语用能力现象举隅 语用常用语(pragmatic routines)/语用套语、语块
(pragmatic chunks) 一类： (Kesckes 2007, Wary 2008, Hagiwara 2009)
常见的、具有语用功能的话语。如“Nice to see you！”，“How are you?”，“Good morning！” 等，这些属于程式性话语 (formulaic speech)。使 用场合、目的（如建立或维护人际关系）等具有 常规性。
再如：
19
IV. 语用能力现象举隅
A: Are you leaving? B: Yes well I don’t think so.
A: Could you perhaps you know lend me some money? B: Well I mean it depends on how much you had in
12
IV. 语用能力现象举隅
语用隐含信息---言外之意。如：
Two women are discussing their children A: How is Tom going at school? B: Ah, well ... you know what they say: boys will be boys. A: Yeah, but girls are no easier ... you know what Jess did the other day? ...
* “I shall be delighted to go. ”
(=I shall be delighted to go to your house，多用于所
指的第三方地点，表以对方为起点‘离位’，强调
IV. 语用能力现象举隅 语用常用语(pragmatic routines)/语用套语、语块
(pragmatic chunks) 一类： (Kesckes 2007, Wary 2008, Hagiwara 2009)
常见的、具有语用功能的话语。如“Nice to see you！”，“How are you?”，“Good morning！” 等，这些属于程式性话语 (formulaic speech)。使 用场合、目的（如建立或维护人际关系）等具有 常规性。
再如：
19
IV. 语用能力现象举隅
A: Are you leaving? B: Yes well I don’t think so.
A: Could you perhaps you know lend me some money? B: Well I mean it depends on how much you had in
12
IV. 语用能力现象举隅
语用隐含信息---言外之意。如：
Two women are discussing their children A: How is Tom going at school? B: Ah, well ... you know what they say: boys will be boys. A: Yeah, but girls are no easier ... you know what Jess did the other day? ...
* “I shall be delighted to go. ”
(=I shall be delighted to go to your house，多用于所
指的第三方地点，表以对方为起点‘离位’，强调
competency--胜任力(ppt文档)
Std. Error Diffe rence
. 430 65 . 449 20 . 336 38 . 340 67 . 340 64 . 337 25 . 281 23 . 295 45 . 386 86 . 430 03 . 412 85 . 383 68
. 471 6 . 439 5 . 287 57 . 258 58 . 430 65 . 429 24 . 558 34 . 525 11 . 542 07 . 490 93 . 188 04 . 204 32 . 478 89 . 517 93 . 547 90 . 550 03 . 352 51 . 362 88 . 336 38 . 340 67 . 268 63 . 286 94 . 308 63 . 314 43 . 812 67 . 805 02 2363 . 5886 2260 . 5059
新五力模型
可塑性— 重要性矩阵
管理类通用素质模型
成就导向（ACH） 主动性（INT） 收集信息（INF）
目标与行动族
帮助与服务族
影响力族
管理族
认知族
自我概念族
监控能力（DIR） 培养人才（DEV） 组织意识（OA） 合作精神（TW）
演绎思维（AT） 归纳思维（CT） 专业知识（SK）
Mea n Diffe rence
-. 82 95 -. 82 95 -. 09 09 -. 09 09 -. 06 82 -. 06 82
. 204 5 . 204 5 -. 78 41 -. 78 41 -. 51 14 -. 51 14 -2. 5 57 -2. 5 57 -1. 0 568 -1. 0 568 -1. 0 795 -1. 0 795 -1. 1 364 -1. 1 364 -. 93 18 -. 93 18 -1. 4 659 -1. 4 659 -. 10 23 -. 10 23 -. 68 18 -. 68 18 . 215 9 . 215 9 -. 09 09 -. 09 09 -. 97 73 -. 97 73 -. 25 00 -. 25 00 -. 50 00 -. 50 00 -172 83. 44 -172 83. 44
Unit+3+Developing+ideas+课件-高中英语外研版(2019)必修第一册
撒泼的---你再这样撒泼，就没人支 7.judge 法官n. 判断v.
持你
谐音：榨汁，能拒绝亲大哥的是好法
3.admire 赞赏，钦佩，敬佩 v.
官
我的妈呀，我真佩服你
8.cooperate 合作v.
4.courage n.勇气-月亮在我们的年龄 co-前缀表示联合，operate表示经营，
时很有勇气和胆量
联合经营就是合作
encourage v.鼓励，激励en-使…（使 9.settle 安居，安定，解决v.
有勇气，）
set 安置，再加上tle就是安置好他
discourage v.使灰心，使失去信心 Settle for 勉强接受，无奈同意
10.disagree v. 不同意，反对
Now look at the title of the passage and the picture. Predict which of the words and expressions above can be applied to the brothers’ relationship(关 系）.
专题报道通常以吸引读者兴趣的“诱饵”开始。第一段 的风格也需要为整篇文章定下基调。中间部分包含了 故事的“肉（主体）”，故事一般以一个总结或有力的 引用，甚至是给读者一个惊喜来结尾。
1.final/ˈfaInl/adj.最终的n决赛finally adv.最终 2.World Triathlon Series铁人三项世界系列赛 triathlon/traIˈæθlən/n. 铁人三项运动 series/ˈsIəriːz/n.系列比赛 3.in third place第三名(用于表示名次时序数 词前一般不加冠词) 4.in the lead领先 5.finish line终点线 6.starting line起跑线 7. in the burning heat 在酷热中 8.fall onto 跌倒 9.brotherly adj.兄弟的，情同手足的 10.chance 机会n. 11.choose 选择n. 12.race 比赛n.
pragmatics语用学-PPT
• Implicatures can be cancelled: a) Plus “if clause…” b) In some context
Non-detachability
• John is a genius( a mental prodigy; an enormous intellect; a big brain; an exceptionally clever human being).
conversation, in which implicated messages are frequently involved.
• In daily conversations people do not usually say things but tend to imply them. The word “implicature” is used to refer to the extra meaning that is not explicitly expressed in the utterance. In making a conversation, the participants must first of all be willing to cooperate; otherwise, it would not be possible for them to carry on the talk. This general principle is called the cooperative principle : “make your conversational contribution such as is required, at the stage at which it occurs, by the accepted purpose or direction of the talk exchange in which you are engaged.”
Non-detachability
• John is a genius( a mental prodigy; an enormous intellect; a big brain; an exceptionally clever human being).
conversation, in which implicated messages are frequently involved.
• In daily conversations people do not usually say things but tend to imply them. The word “implicature” is used to refer to the extra meaning that is not explicitly expressed in the utterance. In making a conversation, the participants must first of all be willing to cooperate; otherwise, it would not be possible for them to carry on the talk. This general principle is called the cooperative principle : “make your conversational contribution such as is required, at the stage at which it occurs, by the accepted purpose or direction of the talk exchange in which you are engaged.”
语用学-developing pragmatic competence in ELT
A: Is it a good restaurant? B: Of course. People always take it for granted that L1 pragmatic rules are the universal rules and apply them to the target language.
It is a basic foundation that EFL learners should try to improve their linguistic competence before they can raise their pragmatic awareness.
2. Pragmatic Transfer
4. Overgeneralization
In verbal communication, one of the reasons why some pragmatic failures occur among EFL learners is that they are apt to conclude that the speech act accepted for the specific context can also be considered as being appropriate to another context. “Could you come to dinner on Saturday evening please?”
1. Improving Language Proficiency 2. Raising Pragmatic Awareness
3. Practicing Tasks
1. Improving Language Proficiency
Pragmatic Competence& Difference
Hymes's Communicative Competence Model
Hymes sums up the "communicative competence" having four parameters, which include degree of possibility, degree of feasibility, degree of appropriateness and degree of occurrence. Following explanation is cited from Hymes (1979).
Pragmatic Competence from the Perspective of Communication
Canale and Swain's Model
On the basis of the framework of communicative competence designed by Hyme's, Canale and Swain (1980) proposed a three-component framework of communicative competence. Later, Canale (1983) made a further distinction between sociolinguistic competence (social rules) and discourse competence (cohesion and coherence). Although this framework didn't use the term "pragmatic competence", it dealt with a comprehensive competence, that is, pragmatic competence.
谈判与冲突管理英文版课件budjacch11
Aggressive behavior makes the other want to strike ENT A Practical Guide to Developing Negotiation Strategies By Barbara A. Budjac Corvette
CONFLICT MANAGEMENT A Practical Guide to Developing Negotiation Strategies By Barbara A. Budjac Corvette
PRENTICE HALL ©2007 Pearson Education, Inc. Upper Saddle River, NJ 07458
PRENTICE HALL ©2007 Pearson Education, Inc. Upper Saddle River, NJ 07458
Fear Begets Anger
▪ Fear is at the root of all anger. ▪ Fear creates vulnerability. ▪ Fear triggers the fight or flight response. ▪ In negotiation, fight or flight is avoid or
Passivity, Aggression, Assertion
Passive behavior is failing to make your desires known.
Passive aggressive behavior is failing to be direct. Hostile aggressive behavior is being directly
Control Techniques
CONFLICT MANAGEMENT A Practical Guide to Developing Negotiation Strategies By Barbara A. Budjac Corvette
PRENTICE HALL ©2007 Pearson Education, Inc. Upper Saddle River, NJ 07458
PRENTICE HALL ©2007 Pearson Education, Inc. Upper Saddle River, NJ 07458
Fear Begets Anger
▪ Fear is at the root of all anger. ▪ Fear creates vulnerability. ▪ Fear triggers the fight or flight response. ▪ In negotiation, fight or flight is avoid or
Passivity, Aggression, Assertion
Passive behavior is failing to make your desires known.
Passive aggressive behavior is failing to be direct. Hostile aggressive behavior is being directly
Control Techniques
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Pragmatic universals; Linguistic universals
Pragmatic instruction is still necessary:
Cultural disparities;
The development of L2 pragmatic competence may not naturally follow that of L2 linguistic competence;
What’s the problem pragmatically speaking?
A bilingual Chinese advertisement in China Daily:
广州酒家—食在广州第一家 Guangzhou Restaurant— Eating in Guangzhou, we are Number One.
Jenny Thomas, Cross-culture pragmatic failure, 1983: 97
1. L2 pragmatic competence
The goals of teaching English to Chinese students:
Linguistic competence: the imparting of sound patterns, vocabulary and grammar of English;
Some people highly competent in their L1 communication are much less context-sensitive in L2 communication
3. Miscommunication and pragmatic failures
Mr. Chen: Yes, I hope so.
Mr. Richardson (reading Mr. Chen’s card): “Chen Ping”. Ping, I’ll give you a call tomorrow as soon as I get settled at my hotel.
We’re indeed very sorry that we can’t provide adequate learning facilities for you, and the academic standard of the faculty is also very limited. In addition, the living conditions on campus are far from satisfactory…We beg your pardon…
Zhang: Don’t you like it?
Wang: Yes, I don’t like it.
Terms of address are areas of pragmatic failures.
Mr. Richardson: By the way, I’m Andrew Richardson. My friends call me Andy. This is my business card.
Mr. Chen Ping: I’m David Chen. Pleased to meet you, Mr. Richardson. This is my card.
Mr. Richardson: No, no, call me Andt of business together.
Bilingual notices in poor grammar banning smoking in some public places:
为了你和他人的健康，吸烟请到吸烟区。For your and others health the passengers who smoke please go to the smoking area.
Developing pragmaticco mpetence
Grammatical error may reveal a speaker to be less than a proficient language-user, pragmatic failure likewise reflects badly on him/her as a person.
Pragmatic competence: relating to the appropriate use of English in dynamic contexts (social; cultural)
2. Teaching L2 pragmatics
“Adult learners get a considerable amount of L2 pragmatic knowledge for free.”
Miscommunication and pragmatic failures: evidence of want of pragmatic competence.
Examples:
Pragmatic failures tend to occur when non-native speakers assume total comparability of usage between some items the L2 and some in their L1.
Mr. Chen (smiling): Yes, I’ll expect your call.
What terms of address are used inappropriately in this dialogue?
The following welcome speech by the dean of a Chinese college astonished a group of exchange students from an English-speaking country:
Pragmatic instruction is still necessary:
Cultural disparities;
The development of L2 pragmatic competence may not naturally follow that of L2 linguistic competence;
What’s the problem pragmatically speaking?
A bilingual Chinese advertisement in China Daily:
广州酒家—食在广州第一家 Guangzhou Restaurant— Eating in Guangzhou, we are Number One.
Jenny Thomas, Cross-culture pragmatic failure, 1983: 97
1. L2 pragmatic competence
The goals of teaching English to Chinese students:
Linguistic competence: the imparting of sound patterns, vocabulary and grammar of English;
Some people highly competent in their L1 communication are much less context-sensitive in L2 communication
3. Miscommunication and pragmatic failures
Mr. Chen: Yes, I hope so.
Mr. Richardson (reading Mr. Chen’s card): “Chen Ping”. Ping, I’ll give you a call tomorrow as soon as I get settled at my hotel.
We’re indeed very sorry that we can’t provide adequate learning facilities for you, and the academic standard of the faculty is also very limited. In addition, the living conditions on campus are far from satisfactory…We beg your pardon…
Zhang: Don’t you like it?
Wang: Yes, I don’t like it.
Terms of address are areas of pragmatic failures.
Mr. Richardson: By the way, I’m Andrew Richardson. My friends call me Andy. This is my business card.
Mr. Chen Ping: I’m David Chen. Pleased to meet you, Mr. Richardson. This is my card.
Mr. Richardson: No, no, call me Andt of business together.
Bilingual notices in poor grammar banning smoking in some public places:
为了你和他人的健康，吸烟请到吸烟区。For your and others health the passengers who smoke please go to the smoking area.
Developing pragmaticco mpetence
Grammatical error may reveal a speaker to be less than a proficient language-user, pragmatic failure likewise reflects badly on him/her as a person.
Pragmatic competence: relating to the appropriate use of English in dynamic contexts (social; cultural)
2. Teaching L2 pragmatics
“Adult learners get a considerable amount of L2 pragmatic knowledge for free.”
Miscommunication and pragmatic failures: evidence of want of pragmatic competence.
Examples:
Pragmatic failures tend to occur when non-native speakers assume total comparability of usage between some items the L2 and some in their L1.
Mr. Chen (smiling): Yes, I’ll expect your call.
What terms of address are used inappropriately in this dialogue?
The following welcome speech by the dean of a Chinese college astonished a group of exchange students from an English-speaking country: