Post on 19-Jul-2015
PEDAGOGICAL
IMPLICATION OF
CA
By: Sajeda Ajlouni
For: Applied Linguistics
Supervised by : Dr. khalaf al-
Mkhzoomi
Pedagogical Implication of
CA
Contrastive Analysis means the
comparison of two languages by
paying attention to differences and
similarities between languages being
compared.
In teaching and learning English as
second language, contrastive analysis
is really helpful for both the teachers
and the students, because we will know
the differences and similarities between
source language (L1) and target
Therefore, it is easy for us to learn and adjust
to the target language. So that, we do not
incorporate the system of our source
language to the target language, because
each language has distinct system.
In applying contrastive analysis in the
classroom, the teacher can use linguistic
aspects, such as phonology ,syntax,
pragmatics and discourse analysis, etc…
Bachman (1990) proposed that language knowledge
comprises two main kinds of knowledge that
learners of an L2 must internalize:
a) Organizational knowledge (grammatical and
discourse competences)
b) Pragmatic knowledge
1. WHAT IS PRAGMATICS &
WHAT IS ITS CONCERN?
Pragmatics is a subfield of
linguistics and semiotics that
studies the ways in which context
contributes to meaning.
Pragmatics encompasses speech
act theory, conversational
implicature, talk in interaction and
other approaches to language
behavior in philosophy, sociology,
linguistics and anthropology.[
Unlike semantics, which examines meaning
that is conventional or "coded" in a given
language, pragmatics studies how the
transmission of meaning depends not only
on structural and linguistic knowledge (e.g.,
grammar, lexicon, etc.) of the speaker and
listener, but also on the context of the
utterance, any pre-existing knowledge about
those involved, the inferred intent of the
.speaker, and other factors
pragmatics explains how language
users are able to overcome apparent
ambiguity, since meaning relies on
the manner, place, time etc. of an
utterance &The ability to
understand another speaker's
intended meaning is called
pragmatic competence.
2. WHAT DOES DISCOURSE
ANALYSIS DISCRIBE?
Discourse competence refers to the
ability to select and arrange lexical
items and syntactic structures in order
to achieve well-formed spoken or
written texts.
3. HOW DID JACOBSON
SUGGEST THAT
LANGUAGE FUNCTION
BE CHARACTERIZED?
Utterances serve a wide variety of
functions one way of characterizing
these, proposed by Jakobson (1960),
is to relate the function of the
utterances to the component of the
communicative event and to
distinguish between different functions
when different component are in
focus
4. WHAT ARE LANGUAGE
FUNCTIONS ? WHAT
COMPONENT OF
COMMUNICATION DOES
EACH FUNCTION FOCUS
ON?
Function
Expressive
Directive
Referential
Metalinguistic
Phatic
poetic
Focus on
Addresser
Addressee
Setting
Code
Contact
Message form
5. ACCORDING TO
JAKOBSON MODEL, WHAT
DOES EACH LANGUAGE
FUNCTION DO?
Jakobson's functions of
language
1. The Referential Function corresponds
to the factor of Context and describes a
situation, object or mental state. The
descriptive statements of the
referential function can consist of both
definite descriptions and deictic words,
e.g. "The autumn leaves have all fallen
now."
2. The Poetic Function focuses on
"the message for its own sake"
(the code itself, and how it is used)
and is the operative function in
poetry as well as slogans
3. The Expressive (alternatively called
"emotive" or "affective")
Function relates to the Addresser
(sender) and is best exemplified by
interjections and other sound changes
that do not alter the denotative
meaning of an utterance but do add
information about the Addresser's
(speaker's) internal state, e.g. "Wow,
what a view!"
4. The Conative Function engages
the Addressee (receiver) directly
and is best illustrated by vocatives
and imperatives,
e.g. "Tom! Come inside and eat!"
5. The Phatic Function is language for
the sake of interaction and is therefore
associated with the Contact/Channel
factor. The Phatic Function can be
observed in greetings and casual
discussions of the weather, particularly
with strangers. It also provides the
keys to open, maintain, verify or close
the communication channel: "Hello?",
"Ok?", "Hummm", "Bye"...
6. The Metalingual (alternatively
called "metalinguistic" or
"reflexive") Function is the use of
language (what Jakobson calls
"Code") to discuss or describe
itself. (All this presentation is an
example of metalinguistic
Function).
6. WHAT IMPORTANT FACTS
ABOUT COMMUNICATION DOES
THE ANALYSIS OF LANGUAGE
FUNCTIONS REVEAL? WHAT DO
THESE FACTS INDICATE? WHAT
STARTING POINT SHOULD WE
ADOPT INSTEAD JAKOPSON’S
MODEL?
Page 41
important facts about communication by
the analysis of language functions:
.11. Different language functions can
co-occur in one and in the same
utterance.
2. Because of the “multifunctional”
character of speech, any classification
of utterances into speech functions is
in fact based on assessing which one
of several function dominates in a
given case.
3. Classifying communication into one of
six function is a crude operation.
:these facts Indicate
That although a functional description may give a general impression of the type of communication which goes in specific event, it is too to undifferentiated a tool for a more complete analysis of how people act by means of language.
What starting point should we
adopt instead of Jakopson’s
model?We have to adopt different starting
point from the component of the
communicative event, and focus
on the individual participants and
their communicative intention
instead.
7.WHAT DOES THE
TERM ‘SPEECH ACT’
MEAN?
Action performed by using
language
Speech acts can be analyzed on
three levels:
illocutionary acts
The concept of an illocutionary act is
central to the concept of a speech act.
Although there are numerous opinions
regarding how to define 'illocutionary
acts', there are some kinds of acts
which are widely accepted as
illocutionary, as for example promising,
ordering someone.
An interesting type of illocutionary
speech act is that performed in the
utterance of what Austin calls
performatives, typical instances of
which are "I nominate John to be
President", "I sentence you to ten
years' imprisonment", or "I promise to
pay you back." In these typical, rather
explicit cases of performative
sentences, the action that the
sentence describes (nominating,
sentencing, promising) is performed
by the utterance of the sentence itself.
Classifying illocutionary speech
actsSearle (1975)[ has set up the following classification of
illocutionary speech acts:
1. assertives(Informative) = speech acts that commit a speaker to the truth of the expressed proposition, e.g. reciting a creed
2. directives = speech acts that are to cause the hearer to take a particular action, e.g. requests, commands and advice
3. commissives = speech acts that commit a speaker to some future action, e.g. promises and oaths
4. expressives = speech acts that express the speaker's attitudes and emotions towards the proposition, e.g. congratulations, excuses and thanks
5. declaratives = speech acts that change the reality in accord with the proposition of the declaration, e.g. baptisms, pronouncing someone guilty or
8.WHAT ARE THE TYPES
OF DIRECTING SPEECH
ACTS?
Directing Speech Acts
Requests
•For information
•For action
Suggestions
permissions
9.WHAT FUNCTION DO THE
OTHER SPEECH ACT HAVE?
WHY ARE INFORMATIVE
SPEECH ACT USED? THERE
ARE TWO IMPORTANT
EXCEPTIONS ON THIS WHAT
ARE THEY?
9.What function do the other
speech act have?
The speech acts have been
characterized as DIRECTING or
INFORMATIVE
Why are informative speech act
used?
Informative speech acts are used to
convey factual information and to
express personal opinion believes
and feelings and all of these are
considered by the addresser as
new relevant to the receiver .
There are two important exceptions
on this what are they?
1. There are situation in which it is more
important that something is said than
what
is being said because the purpose is
phatic.What is important to say something rather than being
really informative. e.g learning English classroom
2. informative speech acts are used in
exam-type situation in which the over
all purpose of the communication is to
check whether the pupils know
10.SPEECH ACTS CAN BE
DIVIDED INTO THREE
MAJOR TYPES OF ACT,
WHAT ARE THEY?
Major Types of Acts
•e.g (I don’t like this)1.Attitudinal
•e.g (this is a way to station)2.informative
•e.g (good bye)3. Ritual
11. WHAT PRINCIPLES CAN
WE USE TO CLASSIFY THE
ATTITUDINAL ACTS? WHAT
ARE THEIR MAJOR TYPES?
What principles can we use to
classify the attitudinal acts?
Does this positive or negative evaluation affect the speaker or the hearers?
Is the event considered desirable, or un desirable?
Is the speaker involved in this event as an agent, or is the hearer?
Does the event take place in the future, or not?
What are their major types?
Back-pointing
Acts
Forward-pointing
Acts
Informative Acts
Ritual Acts
12. GIVE AN EXAMPLE OF
FORWARD-POINTING ACTS
AND BACKWARD-POINTING
ACTS?
Forward-Pointing Acts
Speaker responsibility: which
involve the speaker in the
future event are “committing”
(e.g. promising, offering and
intending)
Hearer responsibility: Request,
Suggest or Permit
Backward-Pointing Acts
1. The speaker responsibility is
found in Apologizing, Justifying
or Excusing
2. Hearer responsibility: Accept,
Reject, Agree, Disagree, Thank,
Complain or Congratulate
13. ON WHAT BASIS ARE
INFORMATIVE ACTS
CLASSIFIED ?
Informative Acts
Informative Acts are classified
on the basis of what type of
information is communicated
(e.g. Factual or Emotive)
14. ON WHAT BASIS
ARE RITUAL ACTS
CLASSIFIED ?
Ritual Acts
ritual acts are classified On the
basis of how they relate to the
opening and the closing of
communicative event.
(e.g. “greeting” “taking leave”)
15. WHAT LINGUISTIC
FORM DOES EACH
SPEECH ACT HAVE?
Linguistic forms of Speech Act
Speech Acts
Suggestion
Request for Action
Request for Information
Linguistics Form
Let’s+ infinitive
Interrogative
imperative
16. WHAT IS THE
DIFFERENCE BETWEEN
DIRECT AND INDIRECT
SPEECH ACT?
Direct vs Indirect Speech Act
Direct speech Act : whenever there is a
clear match between Linguistic form and
the speech act function
Indirect Speech Act: when there is no direct
match between the function and the form
17. WHAT IS MEANT BY
“SPEECH ACT MODALITY”?
WHAT RISK IS THERE FOR
FOREIGN LANGUAGE
USERS?
Speech Act Modality
It’s a general term used to
express all the features of
social relationships,
politeness, intimacy, status,
etc.
what risk is there for foreign
language users?
The risk for foreign language users
is that they may use forms which
are either too polite or not polite
enough .
18. HOW SHOULD SOCIAL
NORMS BE TAKEN INTO
CONSIDERATION WHEN
PERFORMING SOCIAL ACTS?
WHAT PEDAGOGICAL
IMPLICATION DOES THIS HAVE?
Page 57
THE ENDMANY THANKS FOR YOUR
KIND ATTENTION