Читать книгу Pragmatics and its Applications to TESOL and SLA - Salvatore Attardo - Страница 47

1 Present and discuss typical IC sequences taken from natural discourse. These can be as short as a routine that might occur in a supermarket check-out:A: I feel like I’ve been standing here forever.B: They never seem to have more than about two registers open and they have about 20!Discuss the three most likely responses to ICs: Agreement, reassurance, or commiseration.

2 Present examples of ICs without responses and ask students to discuss possible responses, for example, “Boy, this line is so slow!”(p. 54)

3 Present examples of IC responses and discuss with students what might have prompted them, for example, “Female friends at home discussing adolescent children: ‘They’re so difficult, these issues!”’(p. 54)

4 Present short conversations that focus on an IC in a jigsaw exercise that students have to arrange in the correct order to be followed.

5 Practice and feedback: Provide roleplay situations that students can perform on videotape (e.g., “A female receptionist at the dentist’s office complains to a male patient about how they are tearing down all the historical buildings in the neighborhood” (p. 55)) and then playback and discuss appropriateness of responses.

The second is from an excellent resource for teachers, Tatsuki and Houck (2010) Pragmatics: Teaching Speech Acts from the TESOL Classroom Practice Series published by TESOL Press. This volume contains ideas for teaching multiple speech acts. Houck and Fujimori focus on advice-giving also using a presentation to practice model.