Development of the pragmatic meaning of everyday lexicon through telecollaboration (PRAG-ME): exploring the meaning of terms related to relational identities (TRIs)
The project at glance:
| PRAG-ME | Pragmatic meaning awareness development telecollaboration project | 10 weeks, 2 weekly sessions |
| Project’s
acronym |
Project’s name | Duration |
| Objectives & Target competences | Development of students’ pragma-semantic competence to enhance understanding of the current meaning of common words and to improve their interpersonal communication | |
| Language configuration | Monolingual – one language is used: English as a Lingua Franca | |
| Target group | Advanced level English learners (C1)
Sample size: Approximately 80 students Degrees: English Studies (and studies on current social and professional communication) |
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| Linguistic level | C1 of the CEFR | |
| Duration | 10 weeks | |
| Communication mode | Synchronous and asynchronous in a blended learning environment, online and offline work, in-class, out-of-class, and between classes work | |
| Main communication and task completion tools | Mobile phone apps, Whatsapp, Google+ Communities, Google+ hangouts, Google Drive (docs, slides), video-editing software (Movie Maker, iMovie), presenting software (Prezi, PPT) | |
| Stages of the Telecollaborative Project | Stage 1 (1 week): Getting started: Becoming familiar with project and building the online community:
1.1. Introductory session 1.2. Diagnostic test 1.3. Group formation 1.4. Ice-breaking information
Stage 2 (2 weeks): Information search and agreement on main relational identities (RIs) and terms referred to these identities (TRIs). 2.1. Sharing personal reflexions on RIs 2.2. Reaching agreement on TRIs 2.3. Creation of joint classification 2.4. Delivery of partial results (optional)
Stage 3 (2 weeks): Information search and agreement on TRIs prototypes. 3.1. Search and compilation of standard definitions 3.2. Exchange and agreement on conventional definitions 3.3. Creation of joint compilation 3.4. Delivery of partial results (optional)
Stage 4 (2 weeks): Knowledge construction: developing pragmatic-cognitive skills: 4.1. Reflexion and description of TRIs mental models. 4.2. Exchange and agreement on TRIspragmatic definitions 4.3. Creation of joint report 4.4. Delivery of partial results (optional)
Stage 5 (2 weeks): Developing pragmatic knowledge in context: 5.1. Search of TRIs communicative contexts 5.2. Exchange of data and discussion about TRIs analysis in today’s communication. 5.3. Analysis of TRIs in context and summary on results. 5.4. Delivery of partial results (optional)
Stage 6 (1 week): Evaluation. Presenting results and sharing experiences: 6.1. Preparation of group project 6.2. Presentation of group projects 6.3. Group discussion on the learning experience and applications of the project 6.4. Individual evaluative report
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| Tools & Resources | Mobile phone apps, Whatsapp chats, Email correspondence, Google plus community and Internet searching tools. | |
| Assessment | Individual outputs (reflections, replies, follow up information and materials provided), team work production, constructive participation, and evaluative telecollaborative artifacts (creation of final digital stories, visual displays, presentations, etc.). | |
| Students’ working hours | ||
| Stage 1: Getting started (80’+40’+20’) | ||
| 1.1. Introductory session | In class | 60’ |
| 1.2. Diagnostic test | Homework | 40’ |
| 1.3. Group formation | In class | 20’ |
| 1.4. Ice-breaking information | Telec. | 20’ |
| Stage 2: Information search/agreement on main RIs (30/90’+90’) | ||
| 2.1. Sharing personal reflexions on RIs | Homework &Telec. | 30+30’ |
| 2.2. Reaching agreement on TRIs | Telec. | 30’ |
| 2.3. Creation of joint classification | Telec. | 30’ |
| 2.4. Delivery of partial results (optional) | Homework | 60’ |
| Stage 3: Information search/ agreement on TRIs prototypes. (60/120’+60’) | ||
| 3.1. Search and compilation of standard definitions | Homework | 60’ |
| 3.2. Exchange and agreement on conventional definitions | Telec. | 30’ |
| 3.3. Creation of joint compilation | Telec. | 30’ |
| 3.4. Delivery of partial results (optional) | Homework | 60’ |
| Stage 4: Pragmatic meaning construction: developing pragmatic-cognitive skills (60/120’+60’) | ||
| 4.1. Reflexion and description of TRIs mental models. | Homework | 60’ |
| 4.2. Exchange and agreement on TRIs pragmatic definitions | Telec. | 30’ |
| 4.3. Creation of joint report | Telec. | 30’ |
| 4.4. Delivery of partial results (optional) | Homework | 60’ |
| Stage 5: Developing pragmatic knowledge construction(60/120’+60’)
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| 5.1. Search of TRIs communicative contexts | Homework | 60 |
| 5.2. Exchange of data and discussion about TRIs analysis in today’s communication. | Telec. | 30’ |
| 5.3. Analysis of TRIs in context and summary on results. | Telec. | 30’ |
| 5.4. Delivery of partial results (optional) | Homework | 60’ |
| Stage 6: Evaluation. Presenting results and sharing experiences. (60/105’+15’/30+45’) | ||
| 6.1. Preparation of complete group projects | Homework & Telec. | 45’+15’/90’+30’ |
| 6.2. Presentation of complete group projects | In class | 15’ |
| 6.3. Group discussion on the learning experience and applications of the project | In class | 30’ |
| 6.4. Individual evaluative report | Homework | 15’ |