Collecting Data Reflecting the Pragmatic Use of Language.pptx

Pragmatic competence is the ability to communicate effectively that involves both grammatical and pragmatic knowledge

1. Collecting Data Reflecting the Pragmatic Use of Language Group 3 Fitriani (21210140000013) Tresna Nur Andini (21210140000012) Tungky Ariwibowo (21210140000007)

2. 01 02 03 Table of contents Introduction Data Collection Methods in Pragmatic Conclusion

3. Introduction Pragmatic competence is the ability to communicate effectively that involves both grammatical and pragmatic knowledge Brock & Nagasaka (2005) Illocutionary Competence Sociolinguistic Competence

4. Data collection methods have been developed to assess learners’ interlanguage pragmatic competence Safont-Jorda (2003) Data Collection Methods of Testing Pragmatic Competence

5. Benefits and Limitations Written Discourse Completion Tasks (WDCT) Benefits: Demonstrated learners' actual pragmatic competence Highly effective tool to gather a large number of data quickly Limitations: Do not demonstrate interactive performance Does not seem to reflect the range of strategies use in speech acts The learners are not able to extend the negotiation of meaning Oral Discourse Completion Tasks (ODCT) Benefits:

6. Example of ODCT

7. A growing interest in the field of interlanguage pragmatics (ILP) in investigating how to teach and learn pragmatics of a second or foreign language. Assessment of pragmatic competence has not received as much attention ( BardoviHarlig , 1999; Ishihara, 2010). T he data collection methods may influence the pragmatic use. to develop and design a communicative language testing that accurately measure learners' pragmatic competence in EFL context. I ntroduction

8. Picture Prompts Picture prompts have been used to elicit interlanguage pragmatic features, either from oral or written.

9. What story could this image tell? Use your imagination.

10. How to Conduct Picture Prompts? 1. Trainer needs to provide some pictures 2. The students will describe their idea through oral or written 3. Some categories, such as characteristic, setting, time, problem, and action will be seen within students’ explanation

11. VIDEO PROMPTS Video prompt is one of the options for testing interlanguage pragmatic. It is believed that video prompts are beneficial sources of input which can help learners create their own interlanguage pragmatic.

12. PURPOSES OF VIDEO PROMPTS Video prompts have been used for different purposes, such as: 1. To grasp a learners’ beliefs toward a taret culture pragmatic norm in general 2. To comprehend a learners’ interpretation of target culture pragmatic 3. To elicit a learner’ pragmatic production

13. How to Conduct Video Prompts? 1. Trainer needs to provide some materials that can encourage students to have interaction 2. The students will interact to each other due to the provided materials. 3. The trainers can observe students’ responses, gestures, silent pause, and facial expression

14. Roleplay According to Cohen & Olshtain (1994) roleplays are possible to stimulate conversational turns and to have the interlocutor apply conversational pressures that are not present in a DCT.

15. How to conduct Role-play According to Irmawati (2019) the steps to conduct roleplay in teaching pragatic they are :

16. Multiple Choice Questionnaire Tanaka and Kawade (1982) used multiple- choice questions containing a picture of each situation, a written description of each situation and six polite responses or choices for each situation. The multiple- choice design worked for their own research purposes, as it was designed for studying politeness levels of requests, it does not reflect differences in pragmaticbased strategies.

17. Example of Multiple Choice Test

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19. Thank You!