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Please correct the card above:
there is no verb conjugation TEACHED - it is TAUGHT

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Where are your answers/short form please - or you can upload your homework here too (the one on moopaed)

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Where is Atakan in this list here? Atakan? Can you explain?

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Neil : Why don’t you hop on your bike, Alice? Then we can both wear Lycra to work.

Alice : That’s a fantastic idea, Neil!

→ In conversation activity the participants may propose the suggestion to give the options about the topic being discussed. The suggestion pattern looks like the Question – Answer, however the meaning is different in contextual.
Why don’t you hop on your bike, Alice? //. This expression is a suggestion and the 2nd participant express her acceptance by saying - That’s a fantastic idea, Neil! //. The expression indicates that Alice accepts Neil’s suggestion.

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Neil : The American researcher must be talking about commuters who aren’t engaged in active travel, mustn’t she? Because if you cycle a

longer distance then you are being more physically active.

Alice : I think you are right, for once, Neil!

→ The 1st participant expresses his feeling, judgment or evaluation about certain events, people or objects. Moreover, the response to this pattern is an agreement,

stating that the 2nd participant agrees to the 1st participant’s opinion.

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Alice : Well, I’ll have to see if I can catch you on your way into the building. I’m intrigued about this sporty Neil I didn’t know about!

Neil : ‘Intrigued’ means to be very interested in something. Well, Alice, I’m flattered. And today’s show is about commuting – or travelling between your home and your work.

→ The 1st participant tells the 2nd

participant about something that she heard then makes an opinion about that. Then, the 2nd participant makes a comment to that information. This pattern

shows that the 1st participant express her opinion and the 2nd participant agrees and it is responded by giving a comment. It means that what the 1st participant

said is being accepted as a valid contribution to the conversation.

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Neil : How do you get to work?

Alice : I cycle.

→ In conversation, the activity of ask and answer is needed to get information. The 1st participant asks and the 2nd participant answers. Thus, the 1st participant’s expectation to get information is accomplished. The 1st participant plays the role as an

information seek and the 2nd participant as an information provide.

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Neil : Hello and welcome to 6 minutes English, I’m Neil

Alice : …and I’m Alice

→ The pattern of greeting and introduction are commonly used in opening conversation. The 1st participant greets and introduces to the 2nd participant or to other participants. The 2nd participant replys to the 1st participant. The process of adjacency pairs happen automatically as a common

system in conversation.

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→ Communication has a variety range of patterns in social life and language is the main tool to deliver message. One of the types of communication is through conversation or oral communication.

→ Human being as a social creature needs conversation to other people.

→ Conversation has a crucial role to deliver the meaning in communication. We need partner to conduct conversation and one of the components of conversation is adjacency pairs.

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THE ADJACENCY PAIRS ANALYSIS ON ‘SIX MINUTES ENGLISH’ CONVERSATION SCRIPT OF BBC LEARNING ENGLISH: A STUDY OF DISCOURSE ANALYSIS

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THE ADJACENCY PAIRS ANALYSIS ON ‘SIX MINUTES ENGLISH’ CONVERSATION SCRIPT OF BBC LEARNING ENGLISH: A STUDY OF DISCOURSE ANALYSIS

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<https://jurnal.uns.ac.id/prosidingprasasti/article/view/1566/1456>

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→ they are sequences of two related utterances which are given by two different speakers (A & B). The 2nd utterance is always a response to the first.

→ Adjacency pairs are the smallest unit in conversation and contribute to the flow of the conversation.

→ They are considered to be automatic sequences consisting of a 1st part and a 2nd part. These parts are produced by the different participants in a conversation. After the speaker utters the 1st part, the 1st speaker immediately expects his conversation partner to utter the 2nd  part of the pair.

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THE ADJACENCY PAIRS ANALYSIS ON ‘SIX MINUTES ENGLISH’ CONVERSATION SCRIPT OF BBC LEARNING ENGLISH: A STUDY OF DISCOURSE ANALYSIS

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THE ADJACENCY PAIRS ANALYSIS ON ‘SIX MINUTES ENGLISH’ CONVERSATION SCRIPT OF BBC LEARNING ENGLISH: A STUDY OF DISCOURSE ANALYSIS

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<https://jurnal.uns.ac.id/prosidingprasasti/article/view/1566/1456>

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d)  What are the potential difficulties for German SEK learners that need to be taken into account?

→ Integrating compliments into communication often softens speech acts and makes a conversation seem more natural and native. Because German SEK learners of English might focus on what they want t say they might forget how they are saying it. Compliments do not appear in a German conversation as much as they do in American English which might make German native speakers sound cold and stern.

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c) How does the speech act performance compare between English and German?

→ The text stated that research has found that German speakers mostly agree with compliments as a way to react to them while English speakers from the United States tend to give appreciation token such as “thank you” in response to a compliment.

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b) How did the studies inform you about the speech act so that you could use this information for teaching (e.g., language input, methods for designing a lesson, or designing an assessment)?

→ The study firstly categorized the usage of compliments as well as the responses given to them in the different social situations (for example: compliments for clothes or accessories as a form of greeting in a female and friendly work environment). They then explained that compliments could be teached in a classroom environment by having the students watch a scene from a movie and filter out the compliments as well as the social situation, environment and reaction to said compliment.

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Teaching pragmatic competence: Compliments and compliment responses in the ESL classroom 

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Teaching pragmatic competence: Compliments and compliment responses in the ESL classroom 

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Vittoira Grossi, 2009. Macquarie University. <http://www.ameprc.mq.edu.au/__data/assets/pdf_file/0011/258239/Vittoria_Grossi.pdf>

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A: I'm sorry
B: Oh, don't worry. That's ok.

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A: "Your book is over there."
B: "I know."

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A: Would you like more tea?
B: Yes, please.

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A: Hello
B: Hello

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Speech acts consist of codes which in turn incorporate grammar as well as pragmatics. In order of understanding this Code and being able to communicate using it, it is therefore important to focus on both grammar and pragmatics. Because of this, Grammar and pragmatics often goes hand in hand. In order of the students being able to communicate in the target language it is therefore very important to teach both pragmatics and grammar to them. (Ariel, 2008)

“[…] Schmidt’s (1993, 2001) noticing hypothesis, which claims that learners must notice L2 features in input for subsequent development to occur in their acquisition of these features” (Taguchi, 2011 p. 291) seems the most logical for me as well as useful. This theory seems to include both direct explicit instructions as well as implicit learning into the learning process which seems most beneficial and persistent to me.

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Nunberg states in his article that words like here, you and tomorrow for example, can be difficult for language learners because they are different than other expressions. They can have various meanings and further they are more difficult to interpret which leads to the fact that I can be difficult to evaluate them. The problem with “you” is that there is no difference between the subject pronoun and the object pronoun, whereas in other languages there is a difference which makes it easier to understand (Nunberg, 1993).

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Indexicality encloses the features of a language that refer directly to the circumstances or context in which an utterance occurs. An indexical expression such as: ‘today, that, here, and you’ are words or phrases that is associated with different meanings in different occasions. That is why, it has a huge importance in communicative competence. In conversation, interpretation of indexical expressions depends on a variety of paralinguistic and non-linguistic features, such as hand gestures and the shared experiences of the participants. (Nordquist, Richard: 2020)

Examples:

“Look at this book!” requires the presence of the book within the visual field shared by the speaker. This sentence also indicates gestural indication.

“I’m going there today.” Requires shared experiences with the other interlocutor. The description/index there could be anywhere.

“Open the door now!” or: “Open.the.door.now.” (small breaks after each word) are paralinguistic examples.  Even though the speaker saying the same, however, depending on how the speaker pronounces the words it could be a completely different meaning. Another example would be: frowning after doing something you have been told or saying: “pff”.

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Seraphine Schmid