Place of Pragmatics in EFL Classroom

2021 ◽  
Vol 24 (1) ◽  
pp. 66-81
Author(s):  
Ali Akbar Khansir ◽  
Farhad Pakdel
Keyword(s):  
Real World ◽  
Language Teaching ◽  
Functional Approach ◽  
Language Teachers ◽  
The Other ◽  
The Real ◽  
Other Hand ◽  
Language Studies ◽  
Language Classroom ◽  
Real World Situation

This article’s main aim was to discuss the place of Pragmatics in EFL classrooms. Pragmatics is one of the branches of linguistics concerned with the study of meaning as communicated by a speaker and interpreted by a listener. Pragmatics has relatively recently become the focuses of attention in language studies. On the other hand, it is important to remember that pragmatics components have been used in language teaching contexts in recent years, syllabus design by language teachers worldwide. Many research works have been done by many language researchers in different aspects of pragmatics competence. Language teachers use pragmatics as a functional approach in the language classroom. However, pragmatics follows the general principles for men when they communicate with others. Pragmatics study sentences not in isolation but regarding contexts of situations, and it is defined as the interaction between a sequence of language and the real-world situation in which it is used.

scholarly journals Place of Pragmatics in EFL Classroom

2021 ◽  
pp. 47-54
Author(s):  
Ali Akbar Khansir ◽  
Farhad Pakdel
Keyword(s):  
Real World ◽  
Functional Approach ◽  
Language Teachers ◽  
The Other ◽  
Language Teacher ◽  
The Real ◽  
Language Studies ◽  
Language Classroom ◽  
The World ◽  
Real World Situation

The main aim of this article is to discuss the place of Pragmatics in EFL classroom. Pragmatics is one of the branches of linguistics which is concerned with the study of meaning as com-municated by a speaker and interpreted by a listener. Pragmatics has fairly recently become the focuses of attention in language studies. On the other hand, it is important to remember that in recent years, pragmatics components have been used in language teaching contexts, syllabus design, by language teachers over the world. Many research works have been done by many language researchers in different aspects of pragmatics competence. Language teacher uses pragmatic as a functional approach in his/her language classroom. However, pragmatic follow the general principles for men when they communicate with others. Prag-matics study sentences not in isolation but with reference to the context of a situation and it is defined as the interaction between a sequence of language and the real-world situation in which it is used.

scholarly journals Ideas for integrating meaningful immediate repetition tasks in the English as an additional language classroom: promoting fluency

2019 ◽  
Vol 10 (2) ◽  
pp. 32988
Author(s):  
Rafael Zaccaron
Keyword(s):  
Language Learning ◽  
Language Teaching ◽  
The Other ◽  
Teaching Approaches ◽  
The Core ◽  
Contemporary Research ◽  
Other Hand ◽  
Language Classroom ◽  
Speaking Skill

Although repetition is at the core of many different approaches to language learning, either implicitly or not, using this pedagogic practice in the additional language classroom is still negatively perceived by some teachers (Bygate and Samuda, 2005). For contemporary research, on the other hand, the use ofrepetition is not incongruous with communicative additional language teaching approaches that bring the use of tasks to the forefront. The use of immediate repeated tasks can benefit learners because it allows the possibility of repeating slightly altered tasks in a meaningful way. Bearing this in mind, this paper describes three immediate repetition tasks that focus on the speaking skill aiming at developing both fluency and accuracy. All are inherently suited for the additional language classroom and can be easily adapted to better suit specific contexts.

scholarly journals The linguistic sign: Metonymy and virtuality

2017 ◽  
Vol 80 (1) ◽  
Author(s):  
Adam Glaz
Keyword(s):  
Real World ◽  
The Other ◽  
The Real ◽  
Linguistic Form ◽  
Intimate Connection ◽  
Other Hand ◽  
Linguistic Sign ◽  
The One

Grounded in a rich philosophical and semiotic tradition, the most influential models of the linguistic sign have been Saussure’s intimate connection between the signifier and the signi-fied and Ogden and Richards’ semiotic triangle. Within the triangle, claim the cognitive lin-guists Radden and Kövecses, the sign functions in a metonymic fashion. The triangular semi-otic model is expanded here to a trapezium and calibrated with, on the one hand, Peirce’s conception of virtuality, and on the other hand, with some of the tenets of Langacker’s Cogni-tive Grammar. In conclusion, the question “How does the linguistic sign mean?” is answered thus: it means by virtue of the linguistic form activating (virtually) the entire trapezium-like configuration of forms, concepts, experienced projections, and relationships between all of the above. Activation of the real world remains dubious or indirect. The process is both meto-nymic and virtual, in the sense specified.

scholarly journals VIRTUAL OBJECTS: BECOMING REAL

2020 ◽  
Vol 9 (2) ◽  
pp. 619-639
Author(s):  
BARTOLOMIEJ SKOWRON ◽  
Keyword(s):  
Real World ◽  
Virtual World ◽  
New Technologies ◽  
Intentional Object ◽  
Point Of View ◽  
The Other ◽  
The Real ◽  
Virtual Objects ◽  
Other Hand ◽  
Real Objects

From an ontological point of view, virtuality is generally considered a simulation: i.e. not a case of true being, and never more than an illusory copy, referring in each instance to its real original. It is treated as something imagined — and, phenomenologically speaking, as an intentional object. It is also often characterized as fictive. On the other hand, the virtual world itself is extremely rich, and thanks to new technologies is growing with unbelievable speed, so that it now influences the real world in quite unexpected ways. Thus, it is also sometimes considered real. In this paper, against those who would regard virtuality as fictional or as real, I claim that the virtual world straddles the boundary between these two ways of existence: that it becomes real. I appeal to Roman Ingarden’s existential ontology to show that virtual objects become existentially autonomous, and so can be attributed a form of actuality and causal efficaciousness. I conclude that the existential autonomy and actuality of virtual objects makes them count as real objects, but also means that they undergo a change in their mode of existence.

scholarly journals Differences between Task, Exercise, and Drill in L2 Education: A Systems-thinking Perspective

2018 ◽  
Vol 9 (6) ◽  
pp. 9
Author(s):  
Somayyeh Sabah
Keyword(s):  
Complex System ◽  
Task Performance ◽  
Systems Thinking ◽  
Real World ◽  
Degrees Of Freedom ◽  
Language Teaching ◽  
Task Demands ◽  
The Other ◽  
Related Literature ◽  
The Real

The present study considered the definitions of and differences between the concepts of task, exercise, and drill in the related literature on L2 practices. The concept of task has been commonly differentiated from the exercise and drill with respect to certain criteria. Task is, in the main, meaning-based, goal-oriented, and purposeful with a nonlinguistic and communicative outcome. Based on Long (2016), task demands the L2 use in the real world. Also, as said by Swales (1990), tasks are more relatable to the genre than the other two language practices. Moreover, the task performance endows L2 learners with higher degrees of freedom than the accomplishment of the exercise and drilling, respectively. Furthermore, this study examined and supported a systems-thinking perspective on task-based language teaching (TBLT) (Finch, 2001). However, considering the task phase as a complex system seems to be still under debate and thus needs more research and analysis.

A model for teaching multiplication of fractional numbers

1973 ◽  
Vol 20 (1) ◽  
pp. 5-9
Author(s):  
George F. Green
Keyword(s):  
Young Children ◽  
Real World ◽  
Physical Reality ◽  
The Other ◽  
The Real ◽  
Mature Students ◽  
Other Hand ◽  
Pedagogical Models ◽  
Fractional Numbers

Mature students of mathematics can readily cope with new and abstract terms if precise definitions of the terms are provided. For such students, neither the new term nor its definition needs to have any obvious connection with the real world. Most young children, on the other hand, require relatively clear associations between abstract terms and physical reality. Making these associations is the role of pedagogical models. The word model has many meanings in mathematics and elsewhere, but it is used here simply to mean an assignment of meaning to an abstraction, in familiar—frequently physical—terms. The child's model, then, is somewhat analogous to the mathematician's definition.

The development of capability: the content of potential and the potential of content

2004 ◽  
Vol 46 (1) ◽  
pp. 7-10 ◽  
Author(s):  
Reva Brown ◽  
Sean McCartney
Keyword(s):  
Real World ◽  
The Other ◽  
The Real ◽  
Other Hand ◽  
The One ◽  
Definition Of ◽  
The Individual ◽  
As If

All too often discussion of Capability proceeds as if it is clear what ‘Capability’ is: and that all that is required is the ascertaining of means for developing it. This paper seeks to explore the meanings of Capability. It provides two broad meanings, and discusses the paradoxes inherent in the application of these to the real world of management and business. On the one hand, Capability is defined as Potential, what the individual could achieve. Potential is an endowment, which is realised by the acquisition of skills and knowledge, i.e. the acquisition of Content. On the other hand, Capability is defined as Content: what the individual can (or has learned to) do. This Content has been acquired by, or input into, the individual, who then has the Potential to develop further. So there are different routes to Capability, depending on the definition of Capability one chooses. All of this impinges on the development of Capability. This leads us on to a consideration of whether the ‘Development of Capability’ is a meaningful concept.

Economic History, Pure and Applied

1976 ◽  
Vol 36 (1) ◽  
pp. 3-27 ◽  
Author(s):  
Rondo Cameron
Keyword(s):  
Real World ◽  
Economic History ◽  
The Other ◽  
The Real ◽  
Modern Times ◽  
Other Hand ◽  
The One

C P. Kindleberger once described economic history as “great fun” but not very useful for understanding what happens in the real world. W. N. Parker, on the other hand, doesn't regard it as at all amusing, but terribly important. Within that range, surely, each of us can locate his own ratio of practicality to enjoyment inherent in the pursuit of economic history. I myself was drawn to the study of economic history, even before I was aware of its existence—in fact, it was my youthful intention to invent the discipline—by two distinct motives. On the one hand, I wanted to enter (or create) a profession in which the work itself would yield intellectual pleasure. At the same time, having just lived through the longest depression in modern times and the most destructive war in history, I wanted to do something that would be useful to society. History, I knew, was interesting. Economics, I assumed, was important. I therefore resolved to give up the study of engineering, which had occupied me briefly before the war, and to create the new discipline of economic history. I was mildly surprised to discover upon enrolling in the Yale Studies for Returning Servicemen that the discipline did, indeed, already exist, and was, furthermore, ably represented at Yale by none other than Harold F. Williamson.

scholarly journals APPLICATION OF STRUCTURAL-GRAPHICAL AND GIS-MODELING IN CARTOGRAPHIC RESEARCH

2019 ◽  
pp. 94-98
Author(s):  
T. Dudun ◽  
S. Titova
Keyword(s):  
Real World ◽  
Dynamic Models ◽  
The Other ◽  
Scale Model ◽  
Specific Element ◽  
Computer Data ◽  
The Real ◽  
Other Hand ◽  
Graphical Modelling ◽  
Time Point

Structural-graphic modelling is considered: concept, connections, classification and application in cartographic research. The principles of modelling in cartography (the possibility of using maps using common epistemological categories; the use of general scientific methods of modelling and rational forms and variants of contacts with other types of modelling; the etymology of the term indicates the place of cartographic modelling as a means of research in the general system of cognition). The functions of structural-graphical modelling are defined. Functions of structural and graphical modelling are determined, and they are investigated, which allow: to carry out the selection of existing maps necessary for research; identify elements of systems that have not yet been mapped; determine the topic of maps and their placement within the complex cartographic works; use maps of other elements of the system when creating a series of maps of each specific element; ensure that the maps of this element are those of other elements; change the complex maps and their groups; determine the main columns of tables for collecting information in relational or electronic databases; identify sections of map legends; present legends in the form of graphical link models of lower-ranking system elements. Spatial modeling is investigated, the types and models of real-world spatial models are substantiated and identified, in particular: analogue (an analog model is defined as a large-scale model, representation of the real-world system, in which each part of the real system is modeled in miniature, very popular analog models of the real world are paper topographic, geographic and thematic maps); digital models (all operations are carried out using a computer, data is collected in the data model and encoded using different coding schemes that reduce the relevant aspects of the real world to structures of zeros and ones); discrete (models imitate the processes that occur between discrete entities, such as the forces acting between celestial bodies and controlling their movement, or the behavior of humans or animals when they interact in space); continuous models (on the other hand, are models in terms of variables that are continuous space functions, for example, atmospheric pressure or temperature, soil acidity or humidity. The concept of a continuous field describes the geographic world with a series of continuous maps, each of which represents the changes of a definite variable over the surface of the Earth); individual (you can model any system with a set of rules on the mechanical behavior of the main objects of the system); aggregate models (approach is to merge (aggregate) individual objects into a single whole and model the system through the behavior of these aggregates); static model (models can be static if the input and output are the same at the same time point, or dynamic, if the output represents a later time point than the input); dynamic models (dynamic models, on the other hand, constitute a process that changes or transforms some aspects of the Earth’s surface over time); cellular vending machines (in cellular automaton spatial variations are represented as a raster of fixed resolution, each cell of which is assigned one of a finite set of certain states); agent models (agent model is a series of interacting active objects that reflect objects and relationships in the real world, from the point of view of practical application, agent modeling can be defined as a modeling method that investigates the behavior of decentralized agents and how this behavior determines the behavior of the whole system as a whole).

The Ending: Dreams, Reality and Ambiguity

Inception ◽  
2019 ◽  
pp. 99-100
Author(s):  
David Carter
Keyword(s):  
Real World ◽  
The Other ◽  
The Real ◽  
Other Hand ◽  
Look Back ◽  
Final Scene ◽  
Spinning Top

This chapter evaluates the ambiguous ending of Christopher Nolan's Inception (2010). Nolan has left the audience with the challenge of the final shot of Cobb's spinning top. The image abruptly cuts to black while it is still spinning, though it does appear to wobble a little. It can be argued that the fact that it does not fall indicates that the final scene of Cobb's reunion with his children is also inside a dream. On the other hand, the fact that it wobbles suggests that it is about to fall, indicating that Cobb is indeed back in the 'real world'. Of course, the shot was designed to be deliberately ambiguous, to force the audience to look back at the film and reflect on the nature of dreams and of films and the relations of both to what one considers, often unquestioningly, to be the 'real world'.

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