A01 cohe4573 01 se fm. Qxd

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F U R T H E R I S S U E S I N L E A R N I N G , T E A C H I N G , A N D A S S E S S M E N T
Cognitive levels
Sample tasks for L2 pragmatics and key words
Analysis
Separate the whole into
component parts so that its
structure or the relationship 
of cause and effect may be
understood.
Sample task: analyze the reason why you think
Speaker A used language X rather than language Y.
(In doing this, consider the relationship between
Speakers A and B and the situation they were in.)
Key words: analyze, break down, compare, contrast,
diagram, distinguish, outline, relate, select, separate.
Synthesis
Build a new structure from
multiple elements. Put parts
together to form a new whole.
Sample task: imagine two people speaking to each
other on the phone and construct a skit. Make sure
that what you have learned about opening and
closing conversation is reflected in your dialogue.
Key words: combine, compile, compose, design,
organize, plan, summarize.
Evaluation
Make value judgments 
about the material.
Sample task: using the rubric below, evaluate your
own language of apologies.
Key words: appraise, critique, conclude, evaluate,
assess.
Task Sheet: Different tasks, different technologies
Cognitive levels
Examples of pragmatic tasks
Form(s) of
technology
Knowledge
From the word bank given below, choose five most
appropriate adjectives for praising your friend’s new car.
Comprehension
In this video clip, in response to his friend’s question, 
Bob says, “Is the Pope Catholic?” What does he actually
mean? Choose the one that is closest in meaning.
Application
So far we have observed how English speakers use 
hesitation in conversation and what hedging expressions 
they use. Now let’s practice using them in dialogue.
Analysis
Listen to a dialogue and guess who is speaking. What 
is their relationship? What is the level of formality of 
the situation? Why do you think so?
Synthesis
In a small group, choose a social topic of your interest 
from below and discuss it. Try to use appropriately the
discourse markers that we have been studying.
Evaluation
Look at your classmate’s work and give feedback using 
the given rubric. How would the listener most likely
understand your classmate’s intention?

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I N C O R P O R A T I N G T E C H N O L O G Y I N T O I N S T R U C T I O N
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Activity 13.2 Experimenting with technology-assisted
material
Objectives
1
You will be able to identify a form of technology that is suitable for your chosen
pragmatics-focused task.
2
You will be able to develop technology-assisted material for pragmatics-focused
learning, test them, and reflect on its effectiveness.
Suggested time:
initially 30 minutes and then more as needed.
Materials:
■
Information, “List of technological resources”;
■
a pragmatics-focused task of the participants’ choice;
■
internet access.
Directions:
1
Individually or in a small group, identify a form of technology that is suitable for
your chosen pragmatics-focused task.
2
Use the information, “List of technological resources” and create a technology-
assisted task for your selected group of students.
3
Get together with another group and exchange the exercise you have just
developed. Test the other group’s web exercises and share your observations with
them.
4
Share the descriptions of the exercise you created and the ensuing discussion with
the whole group.
5
Test the material out with your own students and reflect on their learning and
reactions.
Discussion/wrap-up
The challenge is to select media of instruction that are realistic and appropriate in terms
of the task demand, instructional context, and your students’ readiness for technology.
In developing the materials, try to envision the problems that your students might face.
What are some possible solutions for those problems? What are some advantages of
delivering your task through the medium that you select?

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