PRAGMATIC TEXTBOOK INI

PRAGMATIC TEXTBOOK

Jasmine NF - Kenny Shania - Metaria

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Introduction

IT is important to teach pragmatics.

BUT......

• Their sources and curriculum don't support them to get the authentic examples.
• Textbook dialogues may at times sound awkward or stilted.
• NO spontaneous pragmatic language as used in natural conversation

Can we draw the conclusion?

Meanwhile

Indonesian textbooks don't show the pragmatic language use and lack of explanation about this context area.

Teacher need to teach pragmatics in proper way and explain the situation that might happened

Therefore

If there is a proper textbook which cover pragmatics contents, it will be beneficial as a supplementary material.

Some pragmatics content presented in a textbook (Ishihara, 2010)

Implisitely

Register

Appropriateness

• Conversational implicature
• Stated in a text
• Role-Playing activities

Politeness

Speech Acts

Explicitly

• Stated clearly in the instructions
• Included in the materials given in the book

Using resources informed by research when adapting textbooks

Start

Teaching complaints

direct complaints which are addressed to the person who is the source of the problem

indirect complaints the expression of dissatisfaction intended for someone or something not present.

As a teacher, we need to take action...

Here

mini-drama role-plays based on the givengender, social status, and distance;

analyzing pragmatic language use in the videotaped role-plays

presenting examples of authentic phenomenon

Let's watch the video

Can the younger man do it well? Do they end the conversation politely? Are they aware of gradual transition?

Teaching conversational closing

In our culture,....

emphasize us (younger people) to end conversation politely

As a teacher.... What will we do to raise and teach this concern?

variations of role-plays, including a situation where one of the speakers tries to end the conversation politely while the other wants to continue

discussion of pragmatic norms appropriately or inappropriately

learners’ acting out and comparison of appropriate, complete closings and less-than-appropriate

role-play

1. Taken from Collin's Book
2. Give directions on how to talk as police officer.

3. Add the situation "when you are already talk properly, let me know!" she walks off

TEACHING REQUEST

Could you please be quiet?

REQUEST

Textbook Coverage of Request

In most structural & functional Syllabus-based textbook

What we need

Emphasis on grammatical structure & Modal (Could, Would, and May)

Little info about how to use them

More info on what situations they are appropriate and to whom the expressions can be addressed)

Request Strategies

Let's find the match.

Proposed by Flock (2016)

DIRECT

CONVENTIONALLT INDIRECT

I need to make a call, but I don’t have my phone

lend me your phone.

NON-CONVENTIONALLY INDIRECT

Could you lend me your phone?

lEARN MORE

Activities to teach "request"

• Recording learners’ role-plays.

• Discussion about the social factors involved in the context;
• Learners’ transcribing and analyzing their own recorded role-plays;
• Analysis of authentic dialogue samples by ordering cut-up strips of
• Possible strategies, studying the strategies in the transcript, and

• Discussing linguistic features of requests.

• Discussion of pragmatic norms of the target culture and learners’ own.

Sample from Textbook

Pragmatic Component "Request"

Taken from English in Focus for Grade 7 SMP/MTS

TEACHING CONVERSATIONAL IMPLICATURE

Definition

How to address conversational implicature in esl/efl classroom

• Introduction of each type of implicature with the label, definition, and several examples for each.

• Discussion of new examples of implicature.
• group work creating dialogues containing implicature
• analysis of new examples of implicature provided by the teacher or by
• the learners.

Sample from Textbook

Pragmatic Component "Conversational Implicature"

Cambridge: Collin's Student Book

TEACHING GENDERED LANGUAGE

Definition: Language that has a bias towards a particular sex or social gender.

How to teach

Gender-neutral Language

Discussions about a reading on the social meaning of voice pitch and gender

Paired role-play practice and wrap-up reflection as an assignment.

Learners’ creation and performance of commercials

Analysis of selected TV commercials using transcripts where gendered language norms and behavior are exhibited

Watch

Sample from Textbook

Pragmatic Component "Gendered Language"

Let's Practice

Check what you know

Go!

Work in a group of 3-4

Present the result

Scan the book and analyze it

Analyzing Pragmatic Components of Textbook

Group 1

Scan the code

Gendered Language

Group 2

Scan the code

Request

Scan the code

Group 3

Implicature

Group 4

Scan the code

Group 5

Scan the code

Let's Present the results on Jamboard

You've done a great job!!

We will continue learning