IDENTIFYING DATA 2018_19
Subject (*) PRAGMATICS IN THE EL CLASSROOM Code 12865108
Study programme
Teaching and Learning English as a Foreign/Second Language (2015)
 Cycle 2nd
Descriptors Credits Type Year Period
3 Compulsory First 2Q
Language
Anglès
Department English and German Studies
Coordinator
ORTEGA DURAN, MIREIA
 E-mail isabel.oltra@urv.cat
mireia.ortega@urv.cat
kai.voltmer@urv.cat
Lecturers
OLTRA MASSUET, MARIA ISABEL
ORTEGA DURAN, MIREIA
VOLTMER , KAI-ALEXANDER
Web
General description and relevant information This subject introduces students to the field of second language pragmatics, that is, the study of language use in context as applied to foreign language teaching and learning. Students will also be introduced to pedagogical models and techniques for teaching and learning L2 pragmatics. These will help students create and design pedagogical materials for teaching pragmatics in the foreign language classroom and develop pragmatics-centered lesson plans. At the end of the course, students will also be able to conduct original research concerning the learning and teaching of L2 pragmatics.

Competences
Type A Code Competences Specific
 A2 Masters the main linguistic bases of theoretical and applied linguistics
 A3 Has an advanced knowledge of English at all levels, both in speaking and writing; also knows the linguistic system of English (lexical, phonetic, grammatical, pragmatic, discourse) and can give it an adequate didactic treatment
 A5 Identifies, describes, analyses, and evaluates resources, strategies, methods and didactic processes used in teaching English, and applies them adequately in any EFL/ESL context, in line with students’ needs
 A6 Plans, structures, and designs didactic units; programs and organizes the contents of the discipline in diverse contexts bearing in mind the different rhythms in learning English
Type B Code Competences Transversal
 B1 Learning to learn
 B6 Clear and effective communication of information, ideas, problems and solutions in public or a specific technical field
Type C Code Competences Nuclear

Learning outcomes
Type A Code Learning outcomes
 A2 Identifies and analyses the basic units as well as teaching and learning strategies to develop a global communicative competence (discursive, textual, pragmatic) in English
 A3 Critically reflects on the teaching-learning of the different linguistic levels (grammar, lexicon, phonetics, and pragmatics) and analyses, elaborates, compares and evaluates didactic proposals to tackle them
Critically reflects on studies in the field of interlanguage pragmatics
 A5 Analyses, compares, evaluates and selects appropriate materials to present, practice and correct elements of the pronunciation, grammar, lexicon and pragmatics of English
Argues and reasons why, when and how to work on the pronunciation, grammar, lexicon and pragmatics of English
 A6 Elaborates practical proposals and activities to include the different linguistic competences (pragmatics, grammar, lexicon, phonetics) in the teaching plan
Type B Code Learning outcomes
 B1 Learn by asking questions and take an interest in clearing up doubts.
 B6 Structure their presentations and comply with any requirements should there be any.
Reply to the questions that they are asked.
Understand that non-verbal language is appropriate to verbal discourse.
Type C Code Learning outcomes

Contents
Topic Sub-topic
UNIT 1 - BASIC CONCEPTS IN PRAGMATICS
UNIT 2 - SPEECH ACTS
UNIT 3 - MODELS OF COMMUNICATION
UNIT 4 - POLITENESS & FACE
UNIT 5 - CROSS-CULTURAL PRAGMATICS
UNIT 6 - INTERLANGUAGE PRAGMATICS
UNIT 7 - TEACHING PRAGMATICS IN THE EFL CLASSROOM

Planning
Methodologies  ::  Tests
  Competences (*) Class hours
 Hours outside the classroom
 (**) Total hours
Introductory activities
1 0 1
Lecture
A2
A3
 12 12 24
Problem solving, exercises in the classroom
A5
 12 10 22
Presentations / oral communications
A2
A6
B6
 3 8 11
Assignments
A2
A3
A5
A6
B6
 1 15 16
Personal attention
1 0 1
 
 
(*) On e-learning, hours of virtual attendance of the teacher.
(**) The information in the planning table is for guidance only and does not take into account the heterogeneity of the students.

Methodologies
Methodologies
  Description
Introductory activities Description and presentation of the course contents.
Lecture Explanation of the various linguistic tools and theories leading to intercultural and communicative pragmatics and their application in the EFL classroom.
Problem solving, exercises in the classroom Discussion and practice of basic concepts. Proposals to deal with pragmatic issues, differences and conflicts in the teaching and learning of EFL/ESL.
Presentations / oral communications Oral presentation of a didactic proposal.
Assignments Critical reading, review of material, writing a didactic unit.
Personal attention Students will be in touch with the instructor (individual appointments, email or Moodle).

Personalized attention
Description
Students will be in touch with the instructors (individual appointments, email or Moodle).

Assessment
Methodologies Competences Description Weight        
Presentations / oral communications
A2
A6
B6
 Oral presentations on teaching pragmatic content. 40%
Assignments
A2
A3
A5
A6
B6
 Project 20%
Others  

Exam

40%
 
Other comments and second exam session

Exact details on assessment and requirements will be provided on the first day of classes.

Sources of information

Basic

Alcón, E. (2005). Does instruction work for pragmatic learning in EFL contexts? System 33: 417-435

Austin,J. (1962). How to do things with words. Oxford: OUP.

Bardovi-Harlig, K. & Mahan-Taylor, R. (2003). Teaching Pragmatics. Washington DC: US Department of State Office of English Language Programs.

Eelen, G. (2001). A critique of politeness theories. Manchester: St. Jerome.

Kasper, G. (2001). Classroom research on interlanguage pragmatics. In Rose & Kasper (eds.) Pragmatics in language teaching. Cambridge: Cambridge University Press, pp. 33-60.

Horn, L., & Ward, G. (Eds.) (2006). The Handbook of Pragmatics. Oxford: Wiley-Blackwell.

House, J. (1996). Developing pragmatic fluency in English as a foreign language. Studies in Second Language Acquisition, 18, 225-253.

Leech,G.N. (2014). The Pragmatics of Politeness.Oxford: OUP.

Levinson,S.C. (2000). Presumptive meanings: the theory of generalized conversational implicature. Cambridge, MA: MIT Press.

Rose, K. R. (2005). On the effects of instruction in second language pragmatics. System, 33, 385-399.

Searle,J. (1979). Expression and meaning. Studies in the theory of speech acts. Cambridge: CUP. 

Sperber, D. & Wilson, D. (1995). Relevance: Communication and cognition (2nd ed.). Oxford: Blackwell.

Terkourafi, M. (2016). The linguistics of politeness and social relations. In K. Allan (Ed.), The Routledge handbook of linguistics (pp. 221-235). New York: Routledge.

Watts, R.J.(2003). Politeness.Cambridge: CUP.
Complementary

Recommendations
(*)The teaching guide is the document in which the URV publishes the information about all its courses. It is a public document and cannot be modified. Only in exceptional cases can it be revised by the competent agent or duly revised so that it is in line with current legislation.