View Content #27499

Each year at InterCom, we return to the topic of pragmatics (i.e., the communication and interpretation of meaning) to offer ideas and tips for classroom implementation and application. This month, we continue this tradition.

In June 2018, we first introduced the IPIC model https://caslsintercom.uoregon.edu/content/viewContent/20944 as a tool for approaching interlanguage pragmatics in the classroom. This model contains four key dimensions:

When making an invitation, this would include, for example, the knowledge of the routine formulae needed to make an invitation to a friend, a colleague, and a boss (i.e., knowledge), the ability to decide which formulae to use when (i.e., analysis), the ability to articulate why you chose what you did (i.e., subjectivity), and the recognition of how the invitee took the invitation (i.e., awareness). For another example, see this week’s Activity of the Week, where the model is applied to the learning of terms of endearment in service encounters in Chinese.