SECOND LANGUAGE TEACHING AND

LEARNING

Making Sense Speech Acts

Functional Coherence
Background
Schema Theory
Knowledge
Background
knowledge and Pedagogical
functional Implications
interpretation
MAKING
SENSE
-Although the conversational fragment
does not contain any of the cohesive
devices describes earlier in the chapter,
most people agree that it make sense
because it is possible to create a context
in which it fits together at a functional
level.
A: where’s Rebecca? I want to
A: where’s Rebecca? give her her allowance.
B: the rehearsals B: she’s out. You remember that
started tonight. she successfully auditioned for
A: ah, ok… the jungle book- well, the
rehearsals stared tonight.
A: oh, ok. I’ll leave the money
here and she can get it when she
comes home.
 FUNCTIONAL
COHERENCE

M PLE
EXA : Cabin attendant: Are you
S having salad?
Passenger: Yes, I am.
Cabin attendant: Caesar or a. I have two tickets for
regular? the theatre tonight.
Passenger: Would you like b. Good for you. What
dressing on that? are you going to see?
Passenger: Yes, please. a. Measure for
Cabin attendant: blue Measure.
cheese or ranch? b. Interesting play. Hope
Passenger: Yes, please. you enjoy it.
c. Oh, so you’re busy
tonight.
SPEECH ACTS

- The term speech act was coined by the

linguistic philosopher Austin (1962) and
developed by another philosopher Searle
(1969) which refers to the things people
do through language, for example,
“apologizing, complaining, instructing,
agreeing, and warning.”
 
BACKGROUND
KNOWLEDGE

Interpreting Discourse

-looks in greater detail at the ways in

which things we know about the
world assist us in the interpretation of
discourse.
 PL E:
M
EXA

If the balloons popped, the sound wouldn’t be able to carry

since everything would be too far away from the correct floor. A
closed window would prevent the sound from carrying, since most
buildings tend to be well insulated. Since the whole operation
depends on a steady flow of electricity, a break in the middle of the
wire would also cause problems. Of course, the fellow could shout,
but the human voice is not loud to enough carry that far. An
additional problem is that a wire could break the instrument. Then
there could be no accompaniment to message it is clear that the best
situation would involve less distance. Then there would be fewer
potential problems. With face-to- face contact, the least number of
things could go wrong.
SCHEMA
THEORY
-suggests that the knowledge we carry around in our heads is
organized into interrelated patterns. These are constructed from all
our previous experiences of a given aspect of the experiential world,
and they enable us to make predictions about future experience.

Two dimensions of schema:

Systemic level- includes the listener or reader’s linguistic
knowledge.
Schematic level- relates to background content knowledge.
 PL E:
M
EXA

Statistical probability was

discovered in a teapot. A postman
rinsed it out. He had no idea what it
was of course.
Background Knowledge And Functional
interpretation Interpretation

When studying functions, the

question is not “ what is the
speaker/writer trying to tell us about
things and events in the world?” but “
what is the speaker/writer trying to
achieved through language”.
A: I have two tickets to the theatre tonight.
B: my examination is tomorrow.
A: pity.

A: I have two tickets to the theatre tonight.

B: good for you,. What are you going to see?
A: measure for measure.
B: interesting play hope you enjoy it.

A: look, are you free tonight?

B: I’m not sure why?

A: well, I’d like to invite you to come to the theatre with me.
B: well, actually my examination is tomorrow.

A: I know, so is mine. What’s that got to

do with it.
PEDAGOGICAL
IMPLICATIONS

 Teaching language as a set of

choices.
 Encouraging learners to become
active explorers of language.
 Encouraging learners to explore
relationships between form,
meaning and use.
THE END…
1. Listen attentively.
2. The noisy group’s points
will be deducted.
3. Do not do unnecessary
things during the
presentation.
4. Raise your right hand if you
want to answer.
5. Cooperate in every activity.
6. Do not cheat.
7. Follow instructions.
At the end of the discussion, 75%
of the students will be able to:

a. Identify the different kinds of

charts;
b. Draw the different kinds of
charts in a sushi symbol
through a sushi adventure;
c. Accept willingly the
importance of using charts as
a student.
Hello Everyone!
Oh no! Our Sushi Restaurant has no customers.
We need more charts of sushi to invite lots of
customers. Come join me gather them.
For us to identify what sushi to gather, here is the
instruction:
We need to know what is the hidden word in the
SCRAMBLED LETTERS along with the given clue.
Ready? Go!
 You’ve got it !

TREE CHART
You’ve gathered 2 kinds
of sushi.

ERET ARCTH
 You’ve got it !

STREAM CHART
Another 2 kinds of sushi.

TREASM ARCTH
 You’ve got it !

FLOW CHART
Another 2 kinds of sushi.

WLFO ARCTH
 You’ve got it !
ORGANIZATIONAL
CHART
Another 2 kinds of sushi.

GANIITAZLANO
OR ARCTH
CONGRATULATIONS!
You’ve gathered all the sushies.
Now let us learn those chart
sushies to invite more
customers.
 Since we already gathered all
the sushie charts, let us now
know what is a

CHART
A diagrammatic representation of relationships among
individuals within an organization. A chart can
represent tabular numeric data, functions or some kinds of
qualitative structure and provides different info.
 KINDS
OF
CHART
Tree or Stream Chart Organizational Chart
Flow Chart Pareto Chart Gannt Chart
Comparison and Contrast Chart
Depicts development,
growth and change by
beginning with a single
course (the trunk) which
spreads out to many
branches; or by
beginning with the
many tributaries which
then converge into a
single channel.
A visual way of charting
or showing a process
from beginning to end.
It is a means of
analyzing a process. By
outlining every step in a
process, you can begin
to find inefficiencies or
problems.
Shows how one part of
the organization relates
to the other parts of the
organization.
Used to show
similarities and
differences between
two things (people,
place, events, ideas,
etc.)
A type of bar chart,
prioritized in descending
order of magnitude of
importance from left to
right. It shows at a
glance which factors are
occurring most.
Is an
activity time chart.
Alright! Since we already knew
now what are the sushi charts
and their examples. Let us now
start our adventure. Come on !

Customers!
Customers!
Customers!
Customers!
Each customer’s order is very
important. You should analyze
it well. Be friendly.
A toast to SUSHI
 Flow Chart Stream Chart

Depicts development, growth and change by beginning

with a single course (the trunk) which spreads out to
many branches.
 Organizational Chart Flow Chart

A visual way of charting or showing a process from

beginning to end. It is a means of analyzing a process.
Gannt Chart Organizational Chart

Shows how one part of the organization relates

to the other parts of the organization.
 C/C Chart Pareto Chart

Used to show similarities and differences between

two things (people, place, events, ideas, etc.)
 Gannt Chart Pareto Chart

A type of bar chart, prioritized in descending order of

magnitude of importance from left to right. It shows
at a glance which factors are occurring most.
Pareto Chart Gannt Chart

It is an activity time chart.

CONGRATULATIONS!
You’re now ready to manage a
little sushi place.
CREDITS TO:
1-6. Enumerate
the kinds of charts
7-8. What is
chart?
9-10. What is the
difference
between Pareto
and Gannt Chart?
VINCENT B.
CASTAÑAS
JIENREY V.
BASAÑEZ