Pragmatics - Ram Pages
Download
Report
Transcript Pragmatics - Ram Pages
+
Pragmatics
Social Language Use
ECSE 500
Spring 2014
+
Pragmatics
You have invited your friend over for dinner. Your child sees your friend reach for some cookies
and says, "Better not take those, or you'll get even bigger.“
+
Pragmatics
Pragmatics is the study of the aspects of meaning and language use that are dependent on
the speaker, the addressee and other features of the context of utterance.
the study of what words mean in particular situations
+
Pragmatics
"You have a green light"
+
Pragmatics
Communicative Function:
Intent of Communication
Frequency of Communication
+ Three Major Communication Skills:
Using language for different purposes
Changing language according to the needs of the listener or situation
Following rules for conversations or storytelling
+
Three Major Communication Skills:
Using language for different purposes, such as
greeting (e.g., hello, goodbye)
informing (e.g., I'm going to get a cookie)
demanding (e.g., Give me a cookie)
promising (e.g., I'm going to get you a cookie)
requesting (e.g., I would like a cookie, please)
+ Three Major Communication Skills:
Changing language according to the needs of a listener or situation, such as
talking differently to a baby than to an adult
giving background information to an unfamiliar listener
speaking differently in a classroom than on a playground
+ Three Major Communication Skills:
Following rules for conversations and storytelling, such as
taking turns in conversation
introducing topics of conversation
staying on topic
rephrasing when misunderstood
how to use verbal and nonverbal signals
how close to stand to someone when speaking
how to use facial expressions and eye contact
+
Register Variation
Register variation
Politeness
Social role recognition
Perspective-taking
General rules of conduct for the speaker’s role in
relationship to the communication partner
Quantity
Quality
Relation
Manner
+
Pragmatic disorders
say inappropriate or unrelated things during conversations
tell stories in a disorganized way
have little variety in language use
+
Pragmatic disorders
Pragmatic disorders often coexist with other language problems such as vocabulary
development or grammar.
Pragmatic problems can lower social acceptance. Peers may avoid having conversations
with an individual with a pragmatic disorder.
+ Supporting Pragmatics Development
Respond to the intended message rather than correcting the pronunciation or grammar.
Be sure to provide an appropriate model in your own speech.
+ Supporting Pragmatics Development
Take advantage of naturally occurring situations
practice greetings at the beginning of a day
have the child ask peers what they want to eat for dinner
have the child request necessary materials to complete a project.
+ Supporting Pragmatics Development
Changing Language for Different Listeners or Situations
Role-play conversations
Pretend to talk to different people in different situations.
Model how the person should talk to a child versus an adult, or a family member versus a friend of
the family.
+ Ask questions or make suggestions to use language for different
purposes:
Desired Language Function
Comment:
Suggested Question or Comment
"What did you do?"
"Tell me about..
Request:
"Tell your friend..."
"What do you want?“
Question:
"Ask me"
+ Supporting Pragmatics Development
Encourage the use of persuasion
Discuss different ways to present a message:
Polite ("Please may I go to the party?") versus impolite ("You better let me go")
Indirect ("That music is loud") versus direct ("Turn off the radio")
Discuss why some requests would be more persuasive than others
+ Supporting Pragmatics Development
Conversation and Storytelling Skills
Comment on the topic
Provide visual cues
Encourage rephrasing or revising an unclear word or sentence.
Show how nonverbal signals are important to communication.
+ Precursors to Pragmatics
http://cdn.knightlab.com/libs/timeline/latest/embed/index.html?source=0AoPkgYWQBgyydEJsTkt
NQmEwUTdTT3ViWFdfQ3NTNVE
Non-verbal requests for objects
Joint attention which entails the coordination of one’s attention with that of a partner
The use of a variety of gestures, including pointing
+
Paralinguistics
Prosody involves the meaning conveyed by the use of one’s voice.
Examples include messages that indicate what is emphasized
what is meant sarcastically
what might be one’s emotional state
+
Paralinguistics
Eye gaze during conversation can suggest meaning such as
interest in the interaction,
joint attention to topic,
truthfulness and other messages.
+
Paralinguistics
Gestures involve body signals that suggest meaning such as
“Pay attention to what I am pointing to;”
“Wow, what a surprise”;
“Oops, I shouldn’t have said that;”
“No, I don’t want that.”
+
Paralinguistics
Proximity involves the meaning attributed to use of one’s body in space.
It may carry meaning all by itself or be combined with other paralinguistic features.
+
Paralinguistics
Social Behaviors
Conventional gestures
Facial expressions
Social actions or behaviors
+
Pre-requisites to Linguistic
Pragmatics
In order to engage in intentional acts of communication, such
as requesting and commenting, a number of interrelated
prerequisite achievements and behaviours must be in place.
For example, the child must be able to engage in joint attention,
Infants with Down syndrome are delayed relative to age, although
not developmental level, expectations in mastering the various
compo- nents of joint attention
Intentional communication also requires the ability to use a
variety of gestures, including pointing. Gesture use appears to be
an area of relative strength of children with Down syndrome.
+
Pre-requisites to Linguistic
Pragmatics
Cognitive achievements are also necessary for progress in
the domain of prelinguistic intentional communication.
The delays in prelinguistic intentional communication
displayed by children with Down syndrome may play a
causal role in their subsequent delays in linguistic
communication.
Research shows that higher rates of non-verbal
communication displayed are associated with better
outcomes for children with Down syndrome.
+
Supporting Pragmatic
Development
Respond to a baby’s gestures, looks and sounds. .
Talk with and listen to a child.
Help children build on their language skills.
Teach children about non-verbal communication.
Respect and recognize a child’s feelings. Help children
develop a "feelings" vocabulary.
Engage in shared-reading
+
Supporting Pragmatic
Development
Narrate what you do as you go through your daily
routines.
Encourage pretend play.
Make your requests clear, simple, and appropriate for
your child’s age and ability.
Be a good role model.
+
PRAGMATIC LANGUAGE
DEVELOPMENT
The following conversational social language skills
should be developed by the age of three years and
continue to be reinforced as the child’s language
matures.
1) Requests for objects
2) Requests for actions
3) Assertions
+
PRAGMATIC LANGUAGE
DEVELOPMENT
4) Denials
5) Request for information
6) Callings or Summons
7) Stated information
Harmon, Lynne F., Speech and Language Development in the Day Care. Adler, Sol and King, Deborah
(Eds.), A Multi-Disciplinary Treatment Program for the Preschool Aged Exceptional Child , (1985).
+
Example # 1. Hank sees his friend Terrell as he is climbing
the stairs to get to his seat at the baseball stadium. He stops
for a few seconds, greets his friend, indicates he will talk to
him more after the game and moves onward to his seat.
Example # 2. Hank sees his doctor at a party. He does not
know him outside of the professional medical setting. He and
the doctor exchange a few impersonal comments about the
party and the weather before each moves on to talk to other
guests.