Оглавление
Salvatore Attardo. Pragmatics and its Applications to TESOL and SLA
Pragmatics and its applications to TESOL and SLA
Contents
List of Tables
List of Figures
Guide
Pages
Tables
Figures
Preface
Notes
Typographical Conventions
1 Meaning
1.1 What Do We Mean by Meaning?
1.1.1 Semiotics
1.1.2 Extensional and Intensional Semantics
Extensional Semantics
Intensional Semantics
Convergence of the Theories of Semantics
1.1.3 Language in Context
1.1.4 The Semantics/Pragmatics Boundary
1.1.5 Modularity
Grammaticalization and Pragmatics
1.2 A Real-Life Application
1.3 Conclusion
Notes
2 The Language Teaching and Pragmatics Interface
2.1 Are There Universals in Pragmatics That Students Can Bring to Their L2?
2.2 What Do Learners Typically Transfer from Their L1?
2.3 Can Pragmatics be Taught through Instruction?
2.4 Is There a Developmental Path for Pragmatics?
2.5 Is Acquisition of Pragmatics Different for L2 Child and Adult Learners?
2.6 Does the Learner Have to Sound Exactly the Same as a Native Speaker?
2.7 Can Pragmatics Be Assessed in the Classroom?
2.8 Conclusion
Notes
3 Speech Acts
3.1 Ordinary Language Philosophy, Oxford, and Austin
3.1.1 Austin and Performativity
3.1.2 Speech Acts, Searle
3.1.3 Realization Patterns
3.1.4 How Speech Acts Work
Seven Components of Illocutionary Force
Felicity Conditions: An Analysis of the Speech Act of Promising
3.1.5 Indirect Speech Acts
3.1.6 Public Commitment for Speech Acts
3.2 Conclusion
3.3 Speech Acts in SLA and Applications to TESOL
3.3.1 Speech Acts in the TESOL Classroom: Materials
3.3.2 Sample Teaching Materials
Lesson Plan 1: IC Lesson Plan
Lesson Plan 2: Advice-Giving Lesson Plan
Notes
4 Grice’s Principle of Cooperation. 4.1 Gricean Pragmatics as Rational Cooperation
4.1.1 Conversational Cooperation Is Rational
4.1.2 Implicatures
4.1.3 Scalarity and Implicatures
4.1.4 Flouting and Implicatures
4.1.5 Difference between Inferences, Presuppositions, and Implicatures
4.1.6 Developments of Grice’s Theory
Some Criticisms and Misconstruals of Gricean Pragmatics
Revisions of Grice’s CP
Neo- and Post-Gricean Theories of Pragmatics
Relevance Theory
4.1.7 Modularity in Light of Gricean Pragmatics
4.2 Conclusion
4.3 Applications to SLA. 4.3.1 Grice in SLA
4.3.2 Relevance Theory and SLA
4.3.3 TESOL Classroom Materials
4.3.4 Sample Teaching Materials
Lesson Plan 1: Implicature Lesson Plan (Murray, 2010)
Lesson Plan 2: Implicature Lesson Plan (Blight, 2002)
Notes
5 Politeness. 5.1 Theories of Politeness
5.1.1 Classical Politeness Theories
Robin Lakoff (1973)
Penelope Brown and Stephen Levinson (1978/1987)
Geoffrey Leech (1983)
Indirectness
5.1.2 Second Wave Approaches (1990 and Forward)
Surplus vs. Appropriate Politeness
Cross-Cultural Validity
Individual vs. Community-Based Societies
Forms of Address
Conclusion: The Second Wave’s Critical Stance
5.1.3 Third Wave Theories: Ritualization and Norm
Impoliteness
5.1.4 Universality of Politeness
5.1.5 Sociopragmatics and Power
Power Differential
5.2 Conclusion
5.3 Politeness and SLA
5.3.1 Politeness in the TESOL Materials
5.3.2 Sample Teaching Materials
Lesson Plan 1: Howard (2003) “Politeness is more than ‘please”’
Lesson Plan 2: Barsony (2003) “Actually, Steve, the deadline was Friday of last week, not this week…”
Notes
6 Functional Sentence Perspective
6.1 Theoretical Background. 6.1.1 Functionalism
The Six Functions of Language
Phatic Communion
6.1.2 Markedness
6.1.3 Word Order
6.1.4 Prominence
6.2 Aspects of FSP
6.2.1 Newness
6.2.2 Known-ness
Prior Mention in Discourse
6.2.3 Definiteness. The Definite/Indefinite Article Opposition
6.3 Applications of FSP. 6.3.1 FSP Reflects the Organization of Ideas in the Mind
6.3.2 Paragraph and Textual Organization
6.3.3 Marked Constructions
Marked Syntax
Topicalization
Left Dislocation
The Passive
Sentences Without Old Information
Marked Stress or Prominence
6.4 History and Terminology
6.4.1 The Prague School
6.4.2 European Functionalism
6.4.3 Generative Functionalism
6.4.4 West Coast Functionalism
6.5 Conclusion
6.6 FSP in SLA and the TESOL Classroom. 6.6.1 FSP in SLA
6.6.2 FSP in TESOL
6.6.3 Sample Teaching Materials. Lesson Plan 1: Contrasting Intercultural Writing Patterns
Lesson Plan 2: The Role of Repetition in Cohesion
Spoken Sample
Written Samples
Notes
7 Stance, Deixis, and Pragmatic Markers
7.1 Modality
7.1.1 Modal Verbs
7.1.2 Epistemic and Deontic Modality
7.2 Deixis
7.2.1 Place and Time Deixis
7.2.2 Discourse Deixis
7.2.3 Social Deixis
7.3 Pragmatic Markers
7.3.1 Schiffrin’s Discourse Markers
7.3.2 Procedural Information Markers
7.3.3 Connectors
7.4 Stance
7.5 Corpus-Assisted Work
7.5.1 Stance Markers
7.6 Conclusion
7.7 Pragmatic Markers in SLA and TESOL. 7.7.1 Contrastive and Intercultural Studies in SLA and TESOL
7.7.2 Sample Teaching Materials. Lesson Plan 1: Using COCA to Investigate Language Function. Step 1: Collecting Corpus Data
Step 2: Students Discuss the Different Kinds of Uses They Find
Step 3: Collecting Examples
Lesson Plan 2: Recognizing and Practicing Stance Marking in EAP Writing
Notes
8 Interactional Sociolinguistics
8.1 The California Milieu
8.1.1 The Sociological/Phenomenological Approach
8.1.2 Conversation Analysis
8.2 Communicative Competence
8.3 The Definition of Context. 8.3.1 Context
8.3.2 Communicative Practices
8.3.3 Conversational Inferences
8.3.4 Contextualization
Contextualization Cues
Learnability and intercultural issues
Code-switching
Repertoires
Speech Events
Activity Types
8.4 Conclusion: Gumperz’s Interactionism
8.5 Sociocultural Interaction and SLA
8.5.1 Interactional Sociolinguistics in the TESOL Classroom
8.5.2 Sample Teaching Materials
Lesson 1: Role-plays with Pragmatic Feedback
Lesson 2: Using Intonation in Asking/Answering Questions in the Classroom
Notes
9 Data Collection and Research Design in Studies of L2 Pragmatics
9.1 Discourse Completion Tasks
9.2 Interactional Studies
9.2.1 Follow-up Interviews
9.3 Pseudolongitudinal
9.4 Longitudinal
9.4.1 Study Abroad
9.5 Computer Mediated Communication
9.6 Action Research
9.6.1 Student-Collected Research
9.7 Conclusion
Notes
10 Metapragmatics
10.1 Metalanguage and Object Language
10.1.1 The Origins of the Language/Metalanguage Distinction
10.1.2 Uses of Metalanguage in Linguistics
Implicit and Explicit Metalanguage
10.1.3 Metadiscourse
10.2 Deixis, Indexicality, and the Semiotic Turn in Sociolinguistics. 10.2.1 Deixis
10.2.2 Indexicality
Types of Signs
10.2.3 The Semiotic Turn in Sociolinguistics
Indexicality and Enregisterment
10.3 Metalinguistic Awareness
10.3.1 Implicit and Explicit Awareness
10.4 Ideology, or the Lack of Awareness
10.4.1 Definition of Ideology
Legitimizing
The National Language Ideology
Hegemony and habitus
Naturalization
10.5 Conclusion
Notes
11 Frontier
11.1 Pragmatic Resources in English as a Lingua Franca
11.2 Multilingualism
11.3 Embodied Cognition
11.4 Complexity Theory
11.4.1 Complex Systems
11.4.2 Applications to Linguistics
11.5 Cyberpragmatics
11.6 Neuropragmatics
11.6.1 Lateralization and Specialization
Linguistic Consequences of Damage to the Brain
Left hemisphere
Right hemisphere
11.6.2 The Theory of Mind
11.6.3 Pragmatic Disorders
The Autism Spectrum
Specific Language Impairment
11.7 Conclusion
Notes
Bibliography
Name Index
Subject Index
