The ability of speaking and reading are correlated. As the reading skill has enhanced, the speaking skill should improves correspondingly; or vice versa. Speaking is a productive skill whereas reading is a receptive skill. Once students have some understanding of the literal and intended language, they would be able to produce words and sentences related to the context, and thus establish successful communication.

         This article explains both sides of the potential meanings and really digs into the reasons WHY it is such a “messy” area when it comes to language learning.  For example, sarcasm is something that is NOT understood in many languages and in reading this article that is what I thought of.  In addition, teaching 2 kinds of meaning is so problematic especially with learning languages.  It is an entirely different approach to teaching a language in the first place which does make sense.  You would WANT your students that are learning a new language to be able to decipher the difference between the context and content value of sentences/phrases.

         In conclusion, to summarize, in order to help language learners, it is important not to generalize, but to take into account the construction of spoken exchanges & that of written text.  In order to incorporate all of the elements of language (hearing/speakers and readers/writers) we should try strategies that will not create a divide but instead bridge the gap between code meaning and context-determined meaning.

That is, Semantics is the Science of the language and Pragmatics is the Art of the language. I believe we should focus on students mastering the science first then tackling the art. Since semantics deals with the written word and the rules it must follow to work well in sentences to convey a desired meaning,  we should use textbooks and writing exercises appropriate to the grade or level of the student. Here it would become important to point out how punctuation can make a huge difference. For instance, have students consider the following then comment on how they are semantically different: 1) Excuse me. 2) Excuse me! 3) Excuse me? 4) Excuse…..me?

After students have demonstrated a sound understanding of semantics, we should move on to pragmatics. For this area, I would not rely heavily on textbooks, but use more practical approaches such as short videos of popular shows (eg the snip from The Big Bang Theory we saw); role playing in the classroom using speech acts such as complaining, greeting, requesting, etc. These can be recorded and replayed with the instructor pointing out appropriate or inappropriate use of the language.  For instance, to cite Nancy’s example, one student would say “Dame un pedazo de pan” another would translate “Gimme a piece of bread” and the teacher would point out how in English this gets contextualized incorrectly. Instead of a request which is what the speaker intended, it comes across to the listener as a demand which is rude.