Pragmatics and Intercultural Communications

EDUC33042 Pragmatics and Intercultural Communications 20 Semester 2 Undergraduate Level 3 Alexander Baratta Unit coordinator School of Environment, Education and Development 1 FHEQ level (Framework for Higher Education Qualifications) ' Last part of a Bachelors ' European Credit Transfer & Accumulation System Rating : 10.0   <ul> <li> The course will cover, and revise, relevant pragmatic content, including, but not limited to, deixis, speech acts, Maxims, conversation analysis and pragmatic errors in communication</li> <li> The course will particularly cover the interface between syntax-semantics-pragmatics, to demonstrate how these three branches of linguistics interact with each other, in order to determine what is, or is not, appropriate communication</li> <li> Related to the above bullet, the course will also focus on the ways in which we process language, ultimately determining what is ‘appropriate’ communication or not for a given context</li> </ul>   <ul> <li> The course will cover, and revise, relevant pragmatic content, including, but not limited to, deixis, speech acts, Maxims, conversation analysis and pragmatic errors in communication</li> <li> The course will particularly cover the interface between syntax-semantics-pragmatics, to demonstrate how these three branches of linguistics interact with each other, in order to determine what is, or is not, appropriate communication</li> <li> Related to the above bullet, the course will also focus on the ways in which we process language, ultimately determining what is ‘appropriate’ communication or not for a given context</li> </ul>  This unit aims to: <ul> <li> Make students fully aware of the relevant content of the branch of linguistics referred to as ‘pragmatics’ and the goals of this particular branch</li> <li> Make students aware of the ways in which culture informs ‘appropriate’ communication in different parts of the world</li> <li> Make students aware of the need for sensitivity in today’s increasingly globalised world, in order to communicate appropriately, both verbally and non-verbally, with people from cultures other than their own</li> </ul>   <table border="1" cellpadding="0" cellspacing="0" width="812"> <tbody> <tr> <td style="width: 158px"> Knowledge and understanding</td> <td style="width: 491px"> <ul> <li> Have a full understanding of what pragmatics does, and its relevance to the real world (e.g. how it is relevant to media, and culture)</li> <li> Have more cultural sensitivity in terms of understanding how different people’s world view affects how they understand the world and also, how they communicate</li> <li> Be more aware of their own linguistic choices, in speech and writing, in order to have an enhanced awareness of how to make language work for them in order to produce the desired effect in a given situation</li> </ul> </td> </tr> <tr> <td style="width: 158px"> Intellectual skills</td> <td style="width: 491px"> <ul> <li> Be more critical in their approach to language, to include an increased ability to look at an example of language (e.g. as seen in a conversational extract) from opposing views</li> <li> Consider in more depth debates on multiculturalism and the extent to which language is involved (e.g. the English Only movement)</li> </ul> </td> </tr> <tr> <td style="width: 158px"> Practical skills</td> <td style="width: 491px"> <ul> <li> Become better communicators</li> <li> Have increased critical thinking skills</li> </ul> </td> </tr> <tr> <td style="width: 158px"> Transferable skills and personal qualities</td> <td style="width: 491px"> <ul> <li> Increased cultural knowledge about the world around them</li> <li> Increased knowledge about the ways in which different cultures see, and interpret, the world around them, exemplified in the language they use and how they use them (e.g. the Honorifics system used in vertical societies such as Korea and Japan); this is particularly relevant for students who plan to teach overseas</li> </ul> </td> </tr> </tbody> </table>   Online content via the course unit Blackboard space; social media, such as You Tube; individual and group work. 2 Written assignment (inc essay) 100% Blackboard Y  Archer, Dawn, Aijmer, Karin and Wichmann, Ann (2012). Pragmatics: an advanced resource book for students. London: Routledge.Piller, Ingrid. (2011). Intercultural communication. Edinburgh: Edinburgh University Press. 0 0 52