Teaching Pragmatics explores the teaching of pragmatics through lessons and activities created by teachers of English as a second and foreign language. This book is written for teachers by teachers. Our teacher-contributors teach in seven different countries and are both native-speakers and nonnative speakers of English. Activities reflect ESL and EFL classroom settings. The chapters included here allow teachers to see how other teachers approach the teaching of pragmatics and to appreciate the diversity
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The implications of learning styles and strategies for language teaching Introduction Language learning styles and strategies are among the main factors that help determine how –and how well –our students learn a second or foreign language. A second language is a language studied in a setting where that language is the main vehicle of everyday communication and where abundant input exists in that language. A foreign language is a language studied in an environment where it is not the primary
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Did you know that there are four types of discourse communities? There’s the professional community‚ which is your job‚ career or working environment. Your social communities are your friends and family. The civic community is the clubs‚ hobbies and extracurricular activities you attend to or participate in. The last one is your cultural group‚ religion‚ ethnicity‚ environment cultures all play into this one. My discourse community happens to be a mix of all four of these. I am a competitive dancer
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Assignment 1: Language Analysis Part A: Mary goes to work at 8.30. A) The name of the structure (if there is one) Present simple tense B) The form of the structure Subject + base form-es C) The function Describing habits and routines D) The phonological features Weak form: to > / ’tә / Sentence stress: Depends on the context. Intonation: Falling at the end. Pronunciation: Mary > / ’meɪrɪ / E) Possible student difficulties Conceptual difficulty:
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of the nonscientific methods. Why is GT a classical method? GT was to help students appreciate L2 literature. L2 grammar helps them learn Ll grammar & grow mentally. Principles 1. Learning to read L2 literature – written language is superior to spoken language. L2 culture was literature and fine arts. 2. Translation from L2 to L1 and vise versa: a central goal 3. Communication: not emphasized 4. Reading and writing: superior 5. Authority and fussy corrections 6. L1 equivalents for L2
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ABSTRACT TRINIDAD‚ KATHERINE JOY HABANEZ‚ 2013. Critical Discourse Analysis of Political Campaign Ads and Speeches. AB English Thesis. College of Arts in Sciences‚ University of Southern Mindanao‚ Kabacan‚ Cotabato. Adviser: RICELI C. MENDOZA‚ PhD The study aimed to analyze the different political campaign ads and speeches of the candidates running for a certain office and employed the Critical Discourse Analysis framework. Specifically‚ it sought to analyze the linguistic features
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Gandhi’s teachings and Jesus’ teachings Gandhi and Jesus were both great leaders who have positively influenced millions of people to living a life in peace and harmony. Gandhi was a man who freed India from Great Britain and Jesus was a man who freed the souls of many from their sin. Many of their teachings are parallel to one another. Two of which were that both Gandhi and Jesus taught their followers to treat others the way they wanted to be treated and the emphasis on non-violence. Although
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purpose is persuasion‚ clarity‚ beauty‚ or mutual understanding. • Rhetorical discourse is the messages crafted to the principles of rhetoric • Rhetor is the individual practicing preparing‚ presenting rhetorical discourse. 2. What are the marks or characteristics of rhetorical discourse
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Running head: LANGUAGE ACQUISITION METHODS LANGUAGE ACQUISITION METHODS Dana Sutton Grand Canyon University ESL 434 February 10‚ 2013 LANGUAGE ACQUISITION METHODS | Compare
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INTRODUCTION……………………………………………………………………. CHAPTER I: STRATEGIES OF TEACHING WRITING SKILLS…………………… 1. COPYING………………………………………………………………………… 2. DICTATION………………………………………………………………………… 3. WRITING SENTENCES ON A GIVEN PATTERN……………………………… 4. WRITING ANSWERS TO GIVEN QUESTIONS…………………………………… 5. TEACHING COMPOSITIONS ………………………………………………… CHAPTER II: DIFFICULTIES PUPILS COME ACROSS WHILE ACQUIRING WRITING 2.1. CORRECTION OF MISTAKES……………………………………………… 2.2. ANALYSIS OF THE VI AND VII FORM TEXT-BOOKS………………
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