Pragmatics and EIL pedagogy by McKay, S.L, 2009 by yPPVNmKo1I PggB1U2se2 https://padlet.com/et6ztl8zb1/iydei2z71cqb8v9l Lavet med de bedste intensioner en-us 2021-11-05 11:05:26 UTC 2021-11-19 20:56:36 UTC hello@padlet.com The themes of this text et6ztl8zb1 https://padlet.com/et6ztl8zb1/iydei2z71cqb8v9l/wish/1869685211 The chapter picks up on three major themes: 1. “Many people believe English is an important language to know.” 2. “with the growing use of English, many interactions in English (…) are taking place between L2 speakers of English.” 3. “the increasing use of English for cross-cultural communication makes the need for the teaching of pragmatics in language classrooms all the more important.” (McKay, 2009, p. 227)]]> 2021-11-05 11:07:28 UTC https://padlet.com/et6ztl8zb1/iydei2z71cqb8v9l/wish/1869685211 The purpose of the text et6ztl8zb1 https://padlet.com/et6ztl8zb1/iydei2z71cqb8v9l/wish/1869685681 The purpose of the chapter is, “to argue or the need to devote more attention to the teaching of pragmatics in English as an International Language (EIL) classrooms based on a context-sensitive view on pragmatics.” (McKay, 2009, p. 227)]]> 2021-11-05 11:07:49 UTC https://padlet.com/et6ztl8zb1/iydei2z71cqb8v9l/wish/1869685681 Central Tenets of pragmatics et6ztl8zb1 https://padlet.com/et6ztl8zb1/iydei2z71cqb8v9l/wish/1869686685 The field of pragmatics begins mainly as a reaction to the view of Chomsky (1957) of language as a fixed universal property of the human mind which exists devoid of context.
Hymes (1974) argues that, “researchers interested in describing how language is used need to consider the context in which particular interactions take place and how this context affects the interaction.” (McKay, 2009, p. 228)
]]> 2021-11-05 11:08:34 UTC https://padlet.com/et6ztl8zb1/iydei2z71cqb8v9l/wish/1869686685 Pragmatics and appropriate language use et6ztl8zb1 https://padlet.com/et6ztl8zb1/iydei2z71cqb8v9l/wish/1869687530 Canale and Swain (1980:16) have written a discussion about the theoretical basis of communicative approaches to second language teaching. “They state, “knowledge of what a native speaker is likely to say in a given context is to us a crucial component of second language learner’s competence to understand second language communication and to express themselves in a native-like way. One of the major problems with this approach to ELT pedagogy is that it ignores another central tenet of pragmatics, namely that social norms regarding language use are open to negotiation. ” (McKay, 2009, p. 229)]]> 2021-11-05 11:09:10 UTC https://padlet.com/et6ztl8zb1/iydei2z71cqb8v9l/wish/1869687530 Pragmatics as a negotiation of meaning and as interpretation of meaning in context gwyyi6kzve https://padlet.com/et6ztl8zb1/iydei2z71cqb8v9l/wish/1889142811 'Making meaning is a dynamic process, involving the negotiation of meaning between speaker and hearer, the context of utterance (physical, social and linguistic) and the meaning potential of the utterance' (McKay, 2009, p. 230). Meaning is not just in the words alone. It is however something that is created between interlocutors, who are constantly interpreting the meaning from the context they are in. Mckay uses the question 'what are you doing?' as an example of a phrase, that can mean several different things under different circumstances. If it is said angrily by a teacher to a pupil in class it means something completely different than if is an open question in a telephone call from one friend to another. ]]> 2021-11-14 12:44:53 UTC https://padlet.com/et6ztl8zb1/iydei2z71cqb8v9l/wish/1889142811 The standards of an international English ndrepbjkww https://padlet.com/et6ztl8zb1/iydei2z71cqb8v9l/wish/1889153851 The English language has been used as a lingua franca throughout the world. However, when the language is used in different parts of the world by both native and non-native speakers, should we make efforts to create a standard to counter incomprehensibilty? An exception is made regarding inner-circle countries which are native to speaking English. Here we find no attempts or desire for standardisation of the english language. (McKay, 2009, p. 50)]]> 2021-11-14 12:54:50 UTC https://padlet.com/et6ztl8zb1/iydei2z71cqb8v9l/wish/1889153851 Challenging a Native-Speaker Model for Pragmatics gwyyi6kzve https://padlet.com/et6ztl8zb1/iydei2z71cqb8v9l/wish/1889155963 Historically, native English speaker norms have been viewed as the pedagogical target for second language learners. This is however problematic as it is clear that the norms vary from one native speaking community to another. Second language learners should be met with a difference hypothesis rather than a deficit hypothesis and '... the teaching of pragmatics should help L2 [i.e. second language] learners shuttle between language communities by promoting a view of language as process rather than product" (Mckay, 2009, p. 232).]]> 2021-11-14 12:56:38 UTC https://padlet.com/et6ztl8zb1/iydei2z71cqb8v9l/wish/1889155963 Towards a New Pedagogical Model for Ell Pragmatics gwyyi6kzve https://padlet.com/et6ztl8zb1/iydei2z71cqb8v9l/wish/1889336398 When teaching English as an international language, '... the curriculum should 'focus on the learners' need to be flexibly competent in international communication through the medium of the English language in as broad a spectrum of topics, themes, and purposes as possible' (McKay, 2009, 239). The skills acquired should include 1) "Repair strategies" to solve communication breakdowns, 2) "Conversational gambits" in order to keep the conversational meaning exchange flowing. Gambits like initiation-phrases, back channeling and turn-taking will for instance help second language speakers in communicating with each other. 3) Negotiation strategies such as suggesting alternatives and developing arguments should also be developed as it will help the language users get their meaning across. ]]> 2021-11-14 15:19:51 UTC https://padlet.com/et6ztl8zb1/iydei2z71cqb8v9l/wish/1889336398