PEDAGOGICAL

IMPLICATION OF

CA

By: Sajeda Ajlouni

For: Applied Linguistics

Supervised by : Dr. khalaf al-

Mkhzoomi

Pedagogical Implication of

CA

Contrastive Analysis means the

comparison of two languages by

paying attention to differences and

similarities between languages being

compared.

In teaching and learning English as

second language, contrastive analysis

is really helpful for both the teachers

and the students, because we will know

the differences and similarities between

source language (L1) and target

Therefore, it is easy for us to learn and adjust

to the target language. So that, we do not

incorporate the system of our source

language to the target language, because

each language has distinct system.

In applying contrastive analysis in the

classroom, the teacher can use linguistic

aspects, such as phonology ,syntax,

pragmatics and discourse analysis, etc…

Bachman (1990) proposed that language knowledge

comprises two main kinds of knowledge that

learners of an L2 must internalize:

a) Organizational knowledge (grammatical and

discourse competences)

b) Pragmatic knowledge

1. WHAT IS PRAGMATICS &

WHAT IS ITS CONCERN?

Pragmatics is a subfield of

linguistics and semiotics that

studies the ways in which context

contributes to meaning.

Pragmatics encompasses speech

act theory, conversational

implicature, talk in interaction and

other approaches to language

behavior in philosophy, sociology,

linguistics and anthropology.[

Unlike semantics, which examines meaning

that is conventional or "coded" in a given

language, pragmatics studies how the

transmission of meaning depends not only

on structural and linguistic knowledge (e.g.,

grammar, lexicon, etc.) of the speaker and

listener, but also on the context of the

utterance, any pre-existing knowledge about

those involved, the inferred intent of the

.speaker, and other factors

pragmatics explains how language

users are able to overcome apparent

ambiguity, since meaning relies on

the manner, place, time etc. of an

utterance &The ability to

understand another speaker's

intended meaning is called

pragmatic competence.

2. WHAT DOES DISCOURSE

ANALYSIS DISCRIBE?

Discourse competence refers to the

ability to select and arrange lexical

items and syntactic structures in order

to achieve well-formed spoken or

written texts.

3. HOW DID JACOBSON

SUGGEST THAT

LANGUAGE FUNCTION

BE CHARACTERIZED?

Utterances serve a wide variety of

functions one way of characterizing

these, proposed by Jakobson (1960),

is to relate the function of the

utterances to the component of the

communicative event and to

distinguish between different functions

when different component are in

focus

4. WHAT ARE LANGUAGE

FUNCTIONS ? WHAT

COMPONENT OF

COMMUNICATION DOES

EACH FUNCTION FOCUS

ON?

Function

Expressive

Directive

Referential

Metalinguistic

Phatic

poetic

Focus on

Addresser

Addressee

Setting

Code

Contact

Message form

5. ACCORDING TO

JAKOBSON MODEL, WHAT

DOES EACH LANGUAGE

FUNCTION DO?

Jakobson's functions of

language

1. The Referential Function corresponds

to the factor of Context and describes a

situation, object or mental state. The

descriptive statements of the

referential function can consist of both

definite descriptions and deictic words,

e.g. "The autumn leaves have all fallen

now."

2. The Poetic Function focuses on

"the message for its own sake"

(the code itself, and how it is used)

and is the operative function in

poetry as well as slogans

3. The Expressive (alternatively called

"emotive" or "affective")

Function relates to the Addresser

(sender) and is best exemplified by

interjections and other sound changes

that do not alter the denotative

meaning of an utterance but do add

information about the Addresser's

(speaker's) internal state, e.g. "Wow,

what a view!"

4. The Conative Function engages

the Addressee (receiver) directly

and is best illustrated by vocatives

and imperatives,

e.g. "Tom! Come inside and eat!"

5. The Phatic Function is language for

the sake of interaction and is therefore

associated with the Contact/Channel

factor. The Phatic Function can be

observed in greetings and casual

discussions of the weather, particularly

with strangers. It also provides the

keys to open, maintain, verify or close

the communication channel: "Hello?",

"Ok?", "Hummm", "Bye"...

6. The Metalingual (alternatively

called "metalinguistic" or

"reflexive") Function is the use of

language (what Jakobson calls

"Code") to discuss or describe

itself. (All this presentation is an

example of metalinguistic

Function).

6. WHAT IMPORTANT FACTS

ABOUT COMMUNICATION DOES

THE ANALYSIS OF LANGUAGE

FUNCTIONS REVEAL? WHAT DO

THESE FACTS INDICATE? WHAT

STARTING POINT SHOULD WE

ADOPT INSTEAD JAKOPSON’S

MODEL?

Page 41

important facts about communication by

the analysis of language functions:

.11. Different language functions can

co-occur in one and in the same

utterance.

2. Because of the “multifunctional”

character of speech, any classification

of utterances into speech functions is

in fact based on assessing which one

of several function dominates in a

given case.

3. Classifying communication into one of

six function is a crude operation.

:these facts Indicate

That although a functional description may give a general impression of the type of communication which goes in specific event, it is too to undifferentiated a tool for a more complete analysis of how people act by means of language.

What starting point should we

adopt instead of Jakopson’s

model?We have to adopt different starting

point from the component of the

communicative event, and focus

on the individual participants and

their communicative intention

instead.

7.WHAT DOES THE

TERM ‘SPEECH ACT’

MEAN?

Action performed by using

language

Speech acts can be analyzed on

three levels:

illocutionary acts

The concept of an illocutionary act is

central to the concept of a speech act.

Although there are numerous opinions

regarding how to define 'illocutionary

acts', there are some kinds of acts

which are widely accepted as

illocutionary, as for example promising,

ordering someone.

An interesting type of illocutionary

speech act is that performed in the

utterance of what Austin calls

performatives, typical instances of

which are "I nominate John to be

President", "I sentence you to ten

years' imprisonment", or "I promise to

pay you back." In these typical, rather

explicit cases of performative

sentences, the action that the

sentence describes (nominating,

sentencing, promising) is performed

by the utterance of the sentence itself.

Classifying illocutionary speech

actsSearle (1975)[ has set up the following classification of

illocutionary speech acts:

1. assertives(Informative) = speech acts that commit a speaker to the truth of the expressed proposition, e.g. reciting a creed

2. directives = speech acts that are to cause the hearer to take a particular action, e.g. requests, commands and advice

3. commissives = speech acts that commit a speaker to some future action, e.g. promises and oaths

4. expressives = speech acts that express the speaker's attitudes and emotions towards the proposition, e.g. congratulations, excuses and thanks

5. declaratives = speech acts that change the reality in accord with the proposition of the declaration, e.g. baptisms, pronouncing someone guilty or

8.WHAT ARE THE TYPES

OF DIRECTING SPEECH

ACTS?

Directing Speech Acts

Requests

•For information

•For action

Suggestions

permissions

9.WHAT FUNCTION DO THE

OTHER SPEECH ACT HAVE?

WHY ARE INFORMATIVE

SPEECH ACT USED? THERE

ARE TWO IMPORTANT

EXCEPTIONS ON THIS WHAT

ARE THEY?

9.What function do the other

speech act have?

The speech acts have been

characterized as DIRECTING or

INFORMATIVE

Why are informative speech act

used?

Informative speech acts are used to

convey factual information and to

express personal opinion believes

and feelings and all of these are

considered by the addresser as

new relevant to the receiver .

There are two important exceptions

on this what are they?

1. There are situation in which it is more

important that something is said than

what

is being said because the purpose is

phatic.What is important to say something rather than being

really informative. e.g learning English classroom

2. informative speech acts are used in

exam-type situation in which the over

all purpose of the communication is to

check whether the pupils know

10.SPEECH ACTS CAN BE

DIVIDED INTO THREE

MAJOR TYPES OF ACT,

WHAT ARE THEY?

Major Types of Acts

•e.g (I don’t like this)1.Attitudinal

•e.g (this is a way to station)2.informative

•e.g (good bye)3. Ritual

11. WHAT PRINCIPLES CAN

WE USE TO CLASSIFY THE

ATTITUDINAL ACTS? WHAT

ARE THEIR MAJOR TYPES?

What principles can we use to

classify the attitudinal acts?

Does this positive or negative evaluation affect the speaker or the hearers?

Is the event considered desirable, or un desirable?

Is the speaker involved in this event as an agent, or is the hearer?

Does the event take place in the future, or not?

What are their major types?

Back-pointing

Acts

Forward-pointing

Acts

Informative Acts

Ritual Acts

12. GIVE AN EXAMPLE OF

FORWARD-POINTING ACTS

AND BACKWARD-POINTING

ACTS?

Forward-Pointing Acts

Speaker responsibility: which

involve the speaker in the

future event are “committing”

(e.g. promising, offering and

intending)

Hearer responsibility: Request,

Suggest or Permit

Backward-Pointing Acts

1. The speaker responsibility is

found in Apologizing, Justifying

or Excusing

2. Hearer responsibility: Accept,

Reject, Agree, Disagree, Thank,

Complain or Congratulate

13. ON WHAT BASIS ARE

INFORMATIVE ACTS

CLASSIFIED ?

Informative Acts

Informative Acts are classified

on the basis of what type of

information is communicated

(e.g. Factual or Emotive)

14. ON WHAT BASIS

ARE RITUAL ACTS

CLASSIFIED ?

Ritual Acts

ritual acts are classified On the

basis of how they relate to the

opening and the closing of

communicative event.

(e.g. “greeting” “taking leave”)

15. WHAT LINGUISTIC

FORM DOES EACH

SPEECH ACT HAVE?

Linguistic forms of Speech Act

Speech Acts

Suggestion

Request for Action

Request for Information

Linguistics Form

Let’s+ infinitive

Interrogative

imperative

16. WHAT IS THE

DIFFERENCE BETWEEN

DIRECT AND INDIRECT

SPEECH ACT?

Direct vs Indirect Speech Act

Direct speech Act : whenever there is a

clear match between Linguistic form and

the speech act function

Indirect Speech Act: when there is no direct

match between the function and the form

17. WHAT IS MEANT BY

“SPEECH ACT MODALITY”?

WHAT RISK IS THERE FOR

FOREIGN LANGUAGE

USERS?

Speech Act Modality

It’s a general term used to

express all the features of

social relationships,

politeness, intimacy, status,

etc.

what risk is there for foreign

language users?

The risk for foreign language users

is that they may use forms which

are either too polite or not polite

enough .

18. HOW SHOULD SOCIAL

NORMS BE TAKEN INTO

CONSIDERATION WHEN

PERFORMING SOCIAL ACTS?

WHAT PEDAGOGICAL

IMPLICATION DOES THIS HAVE?

Page 57

THE ENDMANY THANKS FOR YOUR

KIND ATTENTION