Abstract
A pragmatic perspective in language intervention requires that we look critically at the kind of language we teach, to ensure that it is useful outside the teaching situation. However, many sentences introduced in teaching seem to have little or no chance of ever being used in real life (postilion sentences), at least not without taking careful account of their contextual restrictions, and sometimes modifying their prosodic form. Their role is chiefly to instil a structure, and their pragmatic value is negligible. The contextual differences are illustrated from several sentences, to make the point that the goal of carryover is likely to be problematic when there is no pragmatic equivalence. If teaching and therapy is to be efficacious, generalisation of skills from classroom and clinic to the outside world is essential, and this is possible only within a pragmatic frame of reference.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
