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In Loewen (2015) Introduction to Instructed Second Language Acquisition, he writes "pragmatics is the use of language in social contexts, and it is an important component of communicative competence that has begun to receive a considerable amount of attention in the field of instructed second language acquisition (p. 128). Further, pragmatics has been defined as the way that individuals use language in social contexts; in other words, the study of 'how-to-say-what-to-whom-when' (Loewen, 2015, p. 129). Moreover, Rose and Kasper (2001) define pragmatics as the study of how people accomplish their goals and attend to interpersonal relationships while using language (as cited in Loewen, 2015, p.129).
In Loewen (2015) Introduction to Instructed Second Language Acquisition, he writes "pragmatics is the use of language in social contexts, and it is an important component of communicative competence that has begun to receive a considerable amount of attention in the field of instructed second language acquisition (p. 128). Further, pragmatics has been defined as the way that individuals use language in social contexts; in other words, the study of 'how-to-say-what-to-whom-when' (Loewen, 2015, p. 129). Moreover, Rose and Kasper (2001) define pragmatics as the study of how people accomplish their goals and attend to interpersonal relationships while using language (as cited in Loewen, 2015, p.129).
While completing my Master's in TESOL, we discussed the push for second language practitioners to teach social pragmatics in second language classrooms by having students study discourse as a whole instead of learning grammar at the sentence level. Further, we developed a theoretical understanding of what discourse competence is and how this might allow students the opportunity to discover how coherent discourse is achieved and how students might be able to move beyond a sentence-level analysis of utterances to analyzing language as a unified discourse (Bachman, 1990; Canale & Swain, 1980).
While completing my Master's in TESOL, we discussed the push for second language practitioners to teach social pragmatics in second language classrooms by having students study discourse as a whole instead of learning grammar at the sentence level. Further, we developed a theoretical understanding of what discourse competence is and how this might allow students the opportunity to discover how coherent discourse is achieved and how students might be able to move beyond a sentence-level analysis of utterances to analyzing language as a unified discourse (Bachman, 1990; Canale & Swain, 1980).
Why should English Language practitioners aim to teach 'grammar' through a discourse-based approach? I learned a discourse-based approach treats grammar functionally (Trappes-Lomaz, 2004) and holds a meaning-based view of grammar (as cited in Nassaji and Fotos, 2011, p.50). Thus, teachers should provide learning opportunities in the class where students are able to notice the links between grammar structures and the functions they perform in meaning-focused communication (Lowen, 2015, p. 132).
Below, you will find how I managed to put the above theory to practice. That is, teaching grammar through a discourse-based approach. Further, the assignments I designed are specifically created to develop textual coherence; to raise students' consciousness of patterns of specific language forms within specific genres of writing. You will notice, there is also a small focus on grammar forms to raise students' consciousness of how grammar functions holistically within texts depending on the social context, genre of writing, and formal or informal register uses.
Below, you will find how I managed to put the above theory to practice. That is, teaching grammar through a discourse-based approach. Further, the assignments I designed are specifically created to develop textual coherence; to raise students' consciousness of patterns of specific language forms within specific genres of writing. You will notice, there is also a small focus on grammar forms to raise students' consciousness of how grammar functions holistically within texts depending on the social context, genre of writing, and formal or informal register uses.
Teaching Context for Textual Coherece of Writing Activities:
The two present lesson plans below were designed to be implemented into a low-advanced composition class at Sacramento State English Language Institute. Students come from different sociolinguistic backgrounds and their main goal for learning English is to matriculate into mainstream university courses at Sac State to reach an undergraduate or graduate degree. To teach textual coherence of different kinds of texts the following lesson plans were inspired by Ferris and Hedgcock (2014) chapter on reading, genre awareness, and task design since the conversion of text-based information to knowledge is widely believed to form the basis of how readers become writers (p. 94).
Textual Coherence of Writing- Lessons for Low Advanced L2 Writers-FR.docxTextual Coherence of Writing: Narrative Discourse and News Reporting Discourse Teaching Rationale
Appendix1-Fairuze Ahmed Ramirez-Rosie.docxNarrative Discourse Reconstruction Cloze Activity: Sam's Perfect Day
Appendix2 Fairuze Ahmed Ramirez-Rosie.docxNews Reporting Discourse Reconstruction Activity: Sac City Zoo Missing Monkey
Write The Next News Headline.docxNews Reporting Practice: Writing the Next News Headline About Sac City Zoo's Capuchin Monkey
Professional Writing Scenario:
Cover Letter
Professional Writing Scenario:
Cover Letter
This activity was designed for advanced first-year multilingual writers enrolled in English 5M at Sac State to help build their awareness on textual coherence. Using their reading strategies, students work in groups to look for context clues and transition discourse markers to reconstruct the cover letter in its intended order. This assignment exposes students to the kind of writing they would need to practice when applying for college internships and it develops students' awareness of adjective clauses, too. Through this collaborative group assignment students also learn to negotiate the use of relative pronouns, who vs whom for a formal writing situation.
Instructional Handout:
Formal and Informal uses of Who vs Whom
Instructional Handout:
Formal and Informal uses of Who vs Whom
This handout may be used as a supplemental grammar guide for students as they complete their 'professional writing cover letter activity'. If teachers are aiming for a deductive approach to teaching, where students have the rules explained to them first, teachers can have students review the handout before completing their practice assignment. However, if teachers aim for an inductive approach which allows students to discover the rules collaboratively through negotiation, then teachers could provide the handout during a debriefing of the assignment so students can self-assess their own learning and fix their errors during teacher debriefing.
Integrating L2 Reading and Writing Strategies for Academic Purposes
Reading and Writing with Purpose: An Academic Literacy Strategies Guide to Develop Effective Reading and Writing Skills in College and Beyond
As a first-generation college graduate who struggled with reading and writing, I have learned that engaged reading is a precursor to quality writing. I can also attest from personal experience having been exposed to interdisciplinary texts and writing conventions while studying anthropology, reading and writing for different purposes enhanced my reading and writing development.
Keeping this in mind, and being informed by leading scholars in L2 reading and writing scholarship, I created the following handout for students. For more info on integrated reading and writing tasks see Hedgocok & Ferris, 2009, Chapter 5; also see Bawarshi & Reiff, 2010; Hinkel, 2004; Hyland, 2004; Hyon, 2002; and Chapter 4 Ferris & Hedgocok, 2014.
Skimming and Scanning Reading Exercise.docxNovice-High Integrated Reading & Writing Exercise
Topic: How to Deal With Stress?
Novice-High Integrated Reading & Writing Exercise
Topic: How to Deal With Stress?
For this reading and writing exercise, students participate in pre, during, and post-reading activities and discussion to help promote active reading engagement, and to practice interacting with texts to able to develop a written response about the topic: how to deal with stress.
F-Ramirez Simple Past Vs Present Perfect Tense.pptxWhen to Use the Simple Past Tense vs. Present Perfect Tense?
When to Use the Simple Past Tense vs. Present Perfect Tense?
Above are brief slides instructors can use to simplify the explanations of the simple past and present perfect tenses and explain the usage of the simple past tense and present perfect tense for informal speaking and in writing situations. After instructors have provided opportunities for assessing irregular and regular verbs and their spelling rules, instructors can follow up with the assignments to the right.
F-Ramirez Homework using Simple Past and Present Perfect Tense ^0 From Grammar to Writing .docxSimple Past Tense & Present Perfect Tense Assignments
Simple Past Tense & Present Perfect Tense Assignments
This activity can be implemented in a novice-high integrated reading and writing course, or a grammar course focused on how to produce certain parts of speech depending on the social context and/or writing situation. Please review the slides on the left before having students particpate in these assignments.
F-Ramirez ESL G 41 Guided Writing Exercise Using Simple Past.docxMy Morning Routine- Novice-High Writing in Past Tense Form
My Morning Routine- Novice-High Writing in Past Tense Form
Inspired by Ferris & Hedgcock (2014) chapter on developing English Language Skills in the L2 Writing Classroom, I created this assignment to push students to use past tense verb forms reflecting on their morning routines. Then, as encouraged by Ferris & Hedgcock (2014), I encourage students to produce the same paragraph using present tense verb forms to increase their awareness and practice shifting verbs.
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