PRAG-ME Pragmatic Meaning Construction (Stage 4)
STAGE 4: PRAGMATIC MEANING CONSTRUCTION
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[PRAG-ME] |
[Prag-me construc-tion] |
English |
[C1] |
[2/3hrs] |
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STAGE 4: Pragmatic meaning construction: developing pragmatic-cognitive skills |
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Dates: Weeks 6-7, from __________ to _________ |
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Deadline: End of Week 7. |
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| Goals: | Reflect on and share the pragmatic meaning of the selected TRIs, reflecting on the cognitive models and mental constructs of the RIs they represent, and discussing on the variation of the connotative meanings currently associated to these terms. | ||||||||
| DESCRIPTION OF TASKS: | |||||||||
| Step 1. Reflexion and description of TRIs mental models
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Students reflect on the connotative meanings of each RIs/TRIs according to their own experiences and to their personal views on the experiences of other people. They describe individually, with their own words, each TRIs’ mental model. | ||||||||
| Step 2. Exchange and agreement on TRIs pragmatic definitions | Students share their mental descriptions and discuss about the similitudes and differences of the models proposed, their simplicity or complexity, implications, adequacy, restrictions on their use, pros and cons in current communication, etc. The coordinator encourages all participants to share their views and the controller/s collect/s the essential information to achieve the objectives of each step and to deliver at the end the joint evaluative task. | ||||||||
| Step 3. Creation of joint report | Students create a joint report indicating the mental models associated with each TRIs, which have been more significant and agreed upon during the cooperative debate. Each mental model should be described as clearly as possible, and be accompanied by a brief explanation based on the comments made by the group about its origin, limitations of use and/or other peculiarities. | ||||||||
| Step 4. Delivery of partial results (optional) | Students deliver this partial evaluative task (i.e. joint report) to the teacher, if it is considered appropriate. | ||