1. + Pragmatics Social Language Use ECSE 500 Spring 2014

2. + Pragmatics You have invited your friend over for dinner. Your child sees your friend reach for some cookies and says, "Better not take those, or you'll get even bigger.“

3. + Pragmatics Pragmatics is the study of the aspects of meaning and language use that are dependent on the speaker, the addressee and other features of the context of utterance. the study of what words mean in particular situations

4. + Pragmatics "You have a green light"

5. + Pragmatics Communicative Function: Intent of Communication Frequency of Communication

6. + Three Major Communication Skills: Using language for different purposes Changing language according to the needs of the listener or situation Following rules for conversations or storytelling

7. + Three Major Communication Skills: Using language for different purposes, such as greeting (e.g., hello, goodbye) informing (e.g., I'm going to get a cookie) demanding (e.g., Give me a cookie) promising (e.g., I'm going to get you a cookie) requesting (e.g., I would like a cookie, please)

8. + Three Major Communication Skills: Changing language according to the needs of a listener or situation, such as talking differently to a baby than to an adult giving background information to an unfamiliar listener speaking differently in a classroom than on a playground

9. + Three Major Communication Skills: Following rules for conversations and storytelling, such as taking turns in conversation introducing topics of conversation staying on topic rephrasing when misunderstood how to use verbal and nonverbal signals how close to stand to someone when speaking how to use facial expressions and eye contact

10. + Register Variation Register variation Politeness Social role recognition Perspective-taking General rules of conduct for the speaker’s role in relationship to the communication partner Quantity Quality Relation Manner

11. + Pragmatic disorders say inappropriate or unrelated things during conversations tell stories in a disorganized way have little variety in language use

12. + Pragmatic disorders Pragmatic disorders often coexist with other language problems such as vocabulary development or grammar. Pragmatic problems can lower social acceptance. Peers may avoid having conversations with an individual with a pragmatic disorder.

13. + Supporting Pragmatics Development Respond to the intended message rather than correcting the pronunciation or grammar. Be sure to provide an appropriate model in your own speech.

14. + Supporting Pragmatics Development Take advantage of naturally occurring situations practice greetings at the beginning of a day have the child ask peers what they want to eat for dinner have the child request necessary materials to complete a project.

15. + Supporting Pragmatics Development Changing Language for Different Listeners or Situations Role-play conversations Pretend to talk to different people in different situations. Model how the person should talk to a child versus an adult, or a family member versus a friend of the family.

16. + Ask questions or make suggestions to use language for different purposes: Comment: Request: Question: " What did you do?" "Tell me about.. "Tell your friend..." "What do you want?“ "Ask me" Desired Language FunctionSuggested Question or Comment

17. + Supporting Pragmatics Development Encourage the use of persuasion Discuss different ways to present a message: Polite ("Please may I go to the party?") versus impolite ("You better let me go") Indirect ("That music is loud") versus direct ("Turn off the radio") Discuss why some requests would be more persuasive than others

18. + Supporting Pragmatics Development Conversation and Storytelling Skills Comment on the topic Provide visual cues Encourage rephrasing or revising an unclear word or sentence. Show how nonverbal signals are important to communication.

19. + Precursors to Pragmatics http://cdn.knightlab.com/libs/timeline/latest/embed/index.html?source =0AoPkgYWQBgyydEJsTktNQmEwUTdTT3ViWFdfQ3NTNVE http://cdn.knightlab.com/libs/timeline/latest/embed/index.html?source =0AoPkgYWQBgyydEJsTktNQmEwUTdTT3ViWFdfQ3NTNVE Non-verbal requests for objects Joint attention which entails the coordination of one’s attention with that of a partner The use of a variety of gestures, including pointing

20. + Paralinguistics Prosody involves the meaning conveyed by the use of one’s voice. Examples include messages that indicate what is emphasized what is meant sarcastically what might be one’s emotional state

21. + Paralinguistics Eye gaze during conversation can suggest meaning such as interest in the interaction, joint attention to topic, truthfulness and other messages.

22. + Paralinguistics Gestures involve body signals that suggest meaning such as “Pay attention to what I am pointing to;” “Wow, what a surprise”; “Oops, I shouldn’t have said that;” “No, I don’t want that.”

23. + Paralinguistics Proximity involves the meaning attributed to use of one’s body in space. It may carry meaning all by itself or be combined with other paralinguistic features. http://www.iidc.indiana.edu/?pageId=496#sthash.GS9oBaYf.dpuf

24. + Paralinguistics Social Behaviors Conventional gestures Facial expressions Social actions or behaviors

25. + Pre-requisites to Linguistic Pragmatics In order to engage in intentional acts of communication, such as requesting and commenting, a number of interrelated prerequisite achievements and behaviours must be in place. For example, the child must be able to engage in joint attention, Infants with Down syndrome are delayed relative to age, although not developmental level, expectations in mastering the various compo- nents of joint attention Intentional communication also requires the ability to use a variety of gestures, including pointing. Gesture use appears to be an area of relative strength of children with Down syndrome.

26. + Pre-requisites to Linguistic Pragmatics Cognitive achievements are also necessary for progress in the domain of prelinguistic intentional communication. The delays in prelinguistic intentional communication displayed by children with Down syndrome may play a causal role in their subsequent delays in linguistic communication. Research shows that higher rates of non-verbal communication displayed are associated with better outcomes for children with Down syndrome.

27. + Supporting Pragmatic Development Respond to a baby’s gestures, looks and sounds.. Talk with and listen to a child. Help children build on their language skills. Teach children about non-verbal communication. Respect and recognize a child’s feelings. Help children develop a "feelings" vocabulary. Engage in shared-reading

28. + Supporting Pragmatic Development Narrate what you do as you go through your daily routines. Encourage pretend play. Make your requests clear, simple, and appropriate for your child’s age and ability. Be a good role model.

29. + PRAGMATIC LANGUAGE DEVELOPMENT The following conversational social language skills should be developed by the age of three years and continue to be reinforced as the child’s language matures. 1) Requests for objects 2) Requests for actions 3) Assertions

30. + PRAGMATIC LANGUAGE DEVELOPMENT 4) Denials 5) Request for information 6) Callings or Summons 7) Stated information Harmon, Lynne F., Speech and Language Development in the Day Care. Adler, Sol and King, Deborah (Eds.), A Multi-Disciplinary Treatment Program for the Preschool Aged Exceptional Child, (1985).

31. + Example # 1. Hank sees his friend Terrell as he is climbing the stairs to get to his seat at the baseball stadium. He stops for a few seconds, greets his friend, indicates he will talk to him more after the game and moves onward to his seat. Example # 2. Hank sees his doctor at a party. He does not know him outside of the professional medical setting. He and the doctor exchange a few impersonal comments about the party and the weather before each moves on to talk to other guests.