TSL557 Pragmatics And TESOL Assignment Sample SUSS Singapore

Pragmatics is the study of how meaning changes with context. It’s an important concept for teaching pragmatic competence, which refers to a set or ability in speaking and understanding new languages without direct instruction from native speakers–teaching methods must be adapted depending on what learners need most at any given time.

A lot can happen between when you start learning something (i e beginner)and finish mastering it completely so there are many stages involved within this process but also some stuff remains constant no matter where I am along my journey of learning.

One of the main things that Pragmatics studies are how meaning can change depending on the context it is used in. For example, the word “book” could mean a physical object made of paper and ink that you read, or it could refer to an online record of information that you can access electronically. The meaning of the word changes depending on the context in which it is used.

Pragmatic competence is important for learners of new languages because it allows them to communicate without direct instruction from native speakers. This means that teaching methods must be adapted depending on what learners need most at any given time.

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Assignment Brief 1: Distinguish between pragmatics, pragmatic competence and interlanguage pragmatics

Pragmatics refers to the use of language in social contexts. Pragmatic competence is a speaker’s ability to use pragmatics correctly. Interlanguage pragmatics is the study of pragmatics in a second or foreign language.

Pragmatics refers to the way we use language to achieve our goals. For instance, we might use polite words to avoid offending someone, or nonspecific words like “stuff” instead of specific details, to keep a conversation flowing. Pragmatic competence is a speaker’s ability to use these tools correctly – that is, in ways that are appropriate for the situation and that make communication successful.

Interlanguage pragmatics is the study of how people use pragmatics in a second or foreign language. This includes research on how well learners master the pragmatics of their new language, and what difficulties they face. It also looks at how pragmatic competence develops over time.

Assignment Brief 2: Discuss critically selected concepts/theories in pragmatics

Pragmatics is the study of the use of language in a social context. It is a branch of linguistics that considers how context shapes meaning.

There are several key concepts and theories in pragmatics, including:

1. Speech Acts – Speech acts are actions performed through language. They include things like making requests, giving orders, making promises, and so on.
2. Politeness Theory – Politeness theory looks at how speakers try to avoid causing offence or conflict by using polite language.
3. Grice’s Maxims – Grice’s maxims are a set of four principles that govern how speakers produce and interpret meaning in communication.
4. Cooperative Principle – The cooperative principle is a guideline for how speakers should communicate to be effective.

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Assignment Brief 3: Analyse data of learners’ interlanguage

Interlanguage can be defined as the language which is developed by learners when they are acquiring a second or foreign language. The data relating to learners’ interlanguage can help researchers to understand how second language acquisition (SLA) takes place.

There are various ways in which data on learners’ interlanguage can be collected and analysed. One way is to look at the errors that learners make when using the target language. Another way is to analyse the changes that take place in the learner’s use of the target language over time. This can be done by looking at progress reports or examination papers, for example.

This involves looking at the errors that learners make and trying to identify the cause of these errors. This can be useful in helping researchers to understand the processes involved in SLA.

Assignment Brief 4: Evaluate methods of teaching and testing pragmatic competence

Evaluating methods of teaching and testing pragmatic competence is an important task for educators and researchers. Pragmatic competence is the ability to use language appropriately in different contexts, and it is important for both native and non-native speakers of a language. There are several ways to evaluate pragmatic competence, but three common methods are oral interviews, written questionnaires, and observation.

Oral interviews are usually conducted in face-to-face settings, but they can also be done over the phone or via Skype. In an oral interview, the interviewer asks the questions and the interviewee responds. The advantage of this method is that it allows for a back-and-forth conversation between the interviewer and interviewee, which can provide more information than a written questionnaire. However, oral interviews can be time-consuming and expensive, and they require the interviewer to be skilled in conducting them.

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Assignment Brief 5: Design materials for teaching pragmatic competence

When it comes to designing materials for teaching pragmatic competence, there are a few key things to keep in mind.

First, it’s important to make sure that the material is both engaging and fun.

After all, if your students aren’t enjoying the material, they’re not going to learn as much as they could be. Second, you need to ensure that the material is relevant and relatable to your students’ lives. If they can’t see how what they’re learning applies to their own lives, they’re less likely to be motivated to learn it.

Finally, the material must be scaffolded appropriately. That is, it should start with the basics and gradually build up to more complex concepts so that students can master the material in a step-by-step fashion. By following these guidelines, you can design materials that will help your students learn pragmatic competence effectively and enjoyably.

Assignment Brief 6: Plan materials for testing pragmatic competence

There is no one “plan material” for testing pragmatic competence. Pragmatic competence can be assessed in a variety of ways, including through observation of natural interaction, elicitation tasks, or written tasks.

Some common measures of pragmatic competence include the following:

• Use of appropriate social greetings and farewells
• Use of appropriate verbal and nonverbal communication in social situations
• Appropriate use of gaze and pointing gestures
• Use of language to achieve communicative goals (e.g., making requests, providing information, initiating and terminating conversation)
• Ability to identify and appropriately respond to social cues (e.g., taking turns in conversation, responding to feedback)
• Ability to use language flexibly depending on the context and situation

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