PKU3105 Understanding Direction and Instruction and Understanding Discourse

8/3/2019 PKU3105 Understanding Direction and Instruction and Understanding Discourse

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UNDERSTANDING

DIRECTION &INSTRUCTION

UNDERSTANDINGDISCOURSE

Class : PISMP PK (BM)/PJ/BI

Semester : 3 (Intake of January 2010)

Lecturuer : Pn Hjh Sharina Bt Shahabudin


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Introduction

Receptive language : ability to understand and comprehend what is beingsaid or read.

The following checklist will help you to determine if your student has

comprehension difficulties:

i) Difficulty understanding and following directions or instructions.

ii) Becomes overwhelmed when given 2 or multi step directions.

iii) Often doesn't understand longer more complex sentences, thus

becomes confused easily.

iv) Regularly requires clarification and to have the instructions/directions

repeated.


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Direction

Direction is series of instructions for

doing something.

Example: Before exercise, don`t forget to

warm up. Then, after exercise, you must

cool down your body to avoid injury.


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Direction is telling someone where to go

or finding something.

Example: At the traffic lights, take the

first left and go straight on. The museumis on the left


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Management, supervision, or guidance

of an action or operation.

Example: Firstly, take a conical flask, tripod stand

and burette. Then, pour the Sodium Hydroxide into

the burette slowly before open the drip rate. Stop

and adjust the drip rate until the reading of sodium

hydroxide reach 50ml. Be careful and make sure the

liquid is not about your skin.


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Distance between two points in the space

that specifies the position.

Example: Above, opposite, backwards


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Instruction

Instruction is telling someone what to

do.

Example: Eat first before you go toschool.


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Instruction is a message describinghow something is to be done.

Example: Read the passage carefully.

Then answer all the questions beforepass up your book.


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The activities of educating orinstructing

Example: The floor is slippery. So,

do not run here because you will fall.


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Direction and Instruction

Example: Put your book on my table

now and come back here within 10

minutes.

Example: Do not leave any rubbish in

your desk drawer if you don`t want afine.

The American Heritage Dictionary of the English Language, Fourth Edition copyright 2000

by Houghton Mifflin Company. Updated in 2009. Published by Houghton Mifflin Company.


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UNDER

STAND

INGD

ISCOUR

SE


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DEFINITION

ofDISCOURSE

In the study of language, discourse often refers to the speech

patterns and usage of language, dialects, and acceptable

statements, within a community. It is a subject of study in peoples

who live in secluded areas and share similar speech conventions.


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Discourse changes based on which community one is interacting with.

For instance, when talking among friends at a casual dinner, the discourse is

casual and may present a lax sense of grammar and speech.

Casual discourse is also more likely to include slang. However, while speaking at aliterary conference among colleagues and professional superiors, the discourse

would contain much more attention to grammatical rules and academically

appropriate speech. The discourse performed at the literary conference would

be stricter in terms of proper speech.


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Eg :

Consider the following message. Can you close the windows? This message

includes individual words, a suffix designating plural (windows), and a

conventional arrangement of these words into a particular order.

In discourse (context) these words have particular meaning.

This could be a request for someone sitting close to windows to close them, or if

the windows are rather high on the wall, this message could be seeking

information as to whether the listener is physically able to reach the windows in

order to close them.


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In many instances where reduced speech or imperfect acoustic processing might

obscure a message, an effective listener is able to use the situational contextand the proceeding, and following discourse to disambiguate or to decide on the

best interpretation.

For example, the speaker says:

Im lookinfer Joen Barney. Have ya seenm?

The effective listener will process m as them rather than him, given the

prior mention of two persons Joe and Barney.

Another example:

Oh, I eat too much, Im full.

The uneffective listener will interpret full as fool if he does not notice the

preceding discourse eat much.


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In North American English, the reduced form wbaddaya can represent

either what do you or what are you. Again, training the listener to

attend to the discourse context and the local grammar can help

disambiguate such a reduced form. Imagine, for example, a dialog

between two students:

A: I dunno what classes to take. Whaddaya think I should take?

B: It all depends. Whaddaya gonna do after you finish school?

The first occurrence of the reduced form corresponds to what do youin the environment of the verb think. The second occurrence

corresponds to what are you in the environment of gonna (going to).


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We listen to others speak, not only to hear the factual information needed tohear out of context, insight into the implication of the sound.

Like stress, intonation can help listeners comprehend a speakers meaning and

intention if used alongside other cues. The direction of the speakers pitch at

the end of an uterrance can be particularly crucial.

Eg :

a) Marsha is feeling better.

b) Marsha is feeling better?

Response should be appropriate.

a) Im glad to hear that.

b) Yes, its suprisingly quick recovery.

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PKU3105 Understanding Direction and Instruction and Understanding Discourse