Suggested strategies for assessing L2 speech acts:
There are six strategies for assessing pragmatics that have been suggested by Cohen (2010):
1- Realistic situations:
Keep the speech act situations realistic (for the learner group) and engaging. So if your students are learning Japanese, you would avoid a vignette about babysitting since this is not likely to be a culturally prevalent activity in Japan since family members tend to do the babysitting. In terms of finding vignettes that are engaging, the logical approach would be to check with locals of the given speech community. But another source can be the learners themselves since they are the ones who may be acutely aware of just those situations for which they would like guidance in pragmatics.
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4- Checking for the role of subjectivity in L2 pragmatics performance:
You could have your students write or say both what they think a native-like response would be, as well as how their own L2 pragmatic performance might depart from the perceived native norms if they are unwilling to do it the way natives would.
5- Checking your learners’ rationale for their speech acts responses:
You can have your students provide a rationale for why they responded as they did in the given social situation. If the group is not too large, you could have them audio-tape or write their reactions at the time they are responding or just afterwards.
6- Determining when to assess for speech acts
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In the exemplar generation stage, the teacher asks the learners to identify and classify situations, which are applicable for them in certain speech acts.
• Stage two: The second stage is situation likelihood investigation. The teacher in this stage examines how likely it is that the situations prompted in learners’ daily life interactions.
• Stage three: the teacher conducts metapragmatic assessments. This assessment is done in order to collect learners’ perceptions of the contextual variables included in each constellation.
• Stage four: the fourth stage is to pilot the situations of the test. This stage should be conducted in order to validate the scenarios used to elicit learners’ speech act production and to obtain preliminary data to construct each constellation of the WDCT.
• Finally, the teacher develops the constellation of the WDCT. In this stage, the teacher analyses the data collected from the situational pilot test. After analyzing the result and developing the test, it is suggested that the developed test is piloted again to another group of learners so that the test will have a good quality in terms of validity, reliability, practicality, and
This subtest contains 15 questions where we check for the subject’s long term memory and that recalls information about the specific events or situations. The questions may be given orally or in writing. Each correct response will get a score of 2 and 0 for incorrect response. A total of 30 for this subtest. Working memory: This subtest contains a total of 30 items which include 15 for Digit forward task and 15 for Digit backward task.
Figure 1 is a summary of the students’ learning throughout the learning segment. I administrated this test as a pre-assessment prior to the lesson one and administered it again after the completion of lesson 3. This test is a compilation of students’ learning and it demonstration how they met the standards and objectives that were set out for them to achieve. The evaluation criteria in which this assessment and all other assessment in the individual lessons did was not altered. Even though the students have different learning needs, the assessment met all of the needs for all learners.
In response to “Making kids read The Help is not the way to teach them about the civil rights struggle”, writer Jessica Roake informs the audience that she is giving facts about how kids shouldn’t read these books because it’s written by white authors in her article “Not Helpful.” Using several rhetorical strategies, Roake effectively builds her argument. One important rhetorical strategy Roake uses is Logos. She builds her argument by using facts about the Jim Crow laws. She establishes “Jim Crow was a time of systematic oppression, when an entire population was terrorized because of the color of their skin” (Roake, 2).
Florence Kelley uses many rhetorical devices and strategies to convey her message about child labor and working conditions for women in the early 1900’s. Kelley uses each device effectively to produce a very powerful strategy. This strategy convinces the reader about her view and persuades them to take action. The beginning of the speech starts with a statistic, “two million children under the age of sixteen years are earning their bread.”
In this article, I sensed some rhetorical strategies used. For example, Carr explains that he wasn 't the only one experiencing the problem of not being able to concentrate on his readings. His acquaintances, impressive bloggers, and friends also claims to have the literary types—struggles for fighting to stay focused on long pieces of writings. However, just proving this point won’t solve anything, so Carr points out rhetorical techniques like logos.
Five Cognate Strategies from the Three Rhetorical Elements I have chosen five of the nine cognate strategies to dissect and represent in this assignment. In my consideration of the available topics, I strove to include cognate strategies from each of the rhetorical elements (logos, ethos, and pathos). My emphasis strongly leans toward logos (logic), thus all three logos-related cognate strategies are represented here (clarity, conciseness, arrangement), followed by an ethos(ethics)-related cognate strategy (reference) and a pathos(emotional appeal)-related cognate strategy (tone). First Cognate Strategy: Clarity Clarity, as a cognate strategy, is one of the three logos (logic) strategies which refers to clear and simple phrasing to foster understanding in the reader. In my own formal writing, particularly in essay writing, I strive to be as clear as possible, without sacrificing academic vocabulary.
Throughout the reading by Gloria Anzaldua, we as readers, get to view the way she lived and to relate with the text. Gloria was born in Rio Grande Valley of South Texas in 1942. When Gloria was at a young age, she was shamed and embarrassed for the way her voice sounded. Growing up, she was told, “If you want to be American, speak American, if you do not like it, go back to Mexico where you belong” (Anzaldua 2). When she was told this it made her very upset.
In How to Tame a Wild Tongue, Gloria Anzaldua uses rhetoric and personal anecdotes to convey and persuade her argument that Latin Americans are forced to relinquish their cultural heritage, and to conform to white society. The evidence she provides comes in a variety of platforms, both literal and rhetorical. Rhetorical, being through emotional, logical, and credible appeals through her text. Literal being explicitly stated, without any further analysis necessary. When she utilises the modes of appeals, they are subtle within the texts, which leads the reader to analyse as they read.
Rhetorical Analysis on Anzaldua’s How to Tame a Wild Tongue The passage How to Tame a Wild Tongue is a very defensive and straightforward argumentative essay which defends her language and the people who speak it against the discrimination that the author herself has experienced first hand (Ethos). From this text we can infer that the author is most likely from hispanic descent as she is speaking spanish a lot of the time throughout the text. This text mainly speaks about the discrimination many Mexican-Americans suffer because they are spanish speaking.
This speech by Florence Kelley is filled with numerous rhetorical strategies. Giving her speech in Philadelphia, she touched the hearts of many. Appealing to the emotions of the other women in the audience, Kelley got her point across. She despised child labor as she felt it was dangerous and inappropriate. By using rhetorical strategies such as imagery, anaphora, and forced teaming, she engages the right audience (women attending the suffrage convention) whom were already seeking change.
Jack Nguyen AP English 3 30, July 2015 Nickel and Dimed Rhetorical Strategies and Notes Thesis: Ehrenreich’s personal use of varied rhetorical strategies allowed her to divulge the working conditions and struggles of the poverty-stricken class to the readers in order to provoke them to realize that something has to be done about poverty.. First Body: What: Allusion Pg. 2, Logos Pg. 37. How & Effect: Ehrenreich uses these personal, rhetorical strategies based on her experiences as a low-wage worker in the poor working class. The effect is that Ehrenreich is able to show the readers the conditions in which the impoverished work in and the daily obstacles that they face in life; also there is an appeal to logic and a reference of a poverty idiom. Why: Ehrenreich is deliberately using these rhetorical strategies to incite the readers about the fact that changes need to be done to poverty because it is a detrimental thing to society.
Over the past few months, the class has been discussing typical and atypical language development and the assessment and intervention of children with language delay or disorder. In line with this, the students were asked to observe children aged 0-12 years old with language problems for 2 hours. For this requirement, I went to a therapy center situated in Quezon City last November 16, from ten (10) A.M. to twelve (12) N.N. The center has multiple rooms that are used for speech therapy and occupational therapy. During my observation, two speech pathologists and two children with language disorder were sharing one speech therapy room.
The Early Years Foundation Stage (EYFS) covers learning and development of children from birth to five years old, and all registered early years providers in England must follow the EYFS. Education is mainly delivered through play rather than formal lessons, and Reception class teachers assess children based on classroom observation at the end of the school year when they've turned five. Early Years education is available to all children in England aged three years and over, until they reach statutory school age. All children are entitled to 15 hours free each week for 38 weeks each year (570 hours in total), starting from the term following their third birthday. Parents can contribute financially for any additional hours they wish to take
Self-testing can be done in many different kind of manners, including solving questions and doing exercises at the end of each studying or revising session, using actual or virtual flashcards to stimulate memory or even rewriting notes on subjects without referring to references other than the students’ own brain. However, no matter the effectiveness of self-testing, like any other learning technique, this method can prove to be ineffective if used wrongly. The objective of this method is to encourage the
1. A language is a group of symbols with rules which carry messages between people. Language is rule-governed: Phonological rules: It's how words when people enunciate them out loud. There are words which can be same in two languages, however, can sound very different by two natives.