1.- What is the tittle of topic 22, Time position, duration and frequency, 2.- Index of topic 22, Introduction/ Theoretical FW/ Adjuncts of time: Form, position and meaning: time position, duration and frequency/ other use of time prepositions / Pedagogical application/ Conclusion and references, 3.- INTRODUCTION: What do we have to mention here?, The ability to express time position, duration and frequency is fundamental in human communication., 4.- In literature and films..., The depiction of time and settings serve as tools to FRAME NARRATIVE, CREATE AMBIANCE AND EVOKE EMOTIONS., 5.- NOVELS THAT WE HAVE TO MENTION:, George Orwell 1984 where time is manipulated to control society, 6.-FILMS THAT WE HAVE TO MENTION, Space Odissey 2001 that Stanley Kubrick took to the big screen that explores the vastness of time and space., 7.- WHAT DOES THIS PAPER DELVE INTO:, Time position, duration and frequency in both LINGUISTIC THEORY and PRACTICAL APPLICATION, 8.-PRAGMATICS, One of the three divisions of semiotics altogether with semnatics and syntantics., 9.-SPEECH ACT THEORY: (Austin and Searle), Language functions as a form of action, 10.-COOPERATIVE PRINCIPLE ( GRICE), Quantity/ Quality/ Relation and Manner, 11.- Explain Grice's maxims, Quantity: Right amount of info/ Quality: tell the truth/ Relation: Be relevant/ Manner: avoid ambiguous language, 12.- What does this paper examine?, Adjuncts of time: adverbs and adverbials, prepositions, prepositional phrases, clauses focusing on time position, frequency and duration, 13.- This paper is written in compliance with, the legislation governing the EOI ,both namely Royal Decree 1041/ 2017 of December 22nd and Royal Decree 1/2019 of January 11th . In Catalonia the EOI are mainly governed by the Decree 45/2022 ensuring that the development of the communicative skills aligns with the established framework for language proficiency., 14.- Authors that we have to mention ?, Grice (1975), Leech (1973), Austin ( 1962) Searle ( 1969), Brown and Levinson ( 1987) and also Nunan ( 1991) provide an insight in second language communication., 15. Nunan, CLT, Grammar should be taught in context, not as an isolated block., 16.- ADJUNCTS OF TIME:, 1.- FORM/ 2.- POSITION/ 3.- MEANING, 17.- WHAT CAN YOU SAY ABOUT THE ADJUNCT OF TIME: FORM, I HAVE TO TALK ABOUT NOUN PHRASES AND PREPOSITIONAL PHRASES/ PREDICATION ADJUNCTS/ ADVERBS THAT CAN NOT BE PREMODIFIED BY VERY, 18.- WHAT DO YOU HAVE TO SAY ABOUT THE ADJUNCT OF TIME: POSITION, TIME ADJUNCTS TEND TO OCCUR IN ORDER: TIME DURATION/ TIME FREQUENCY /TIME POSITION., 19.-CAN YOU GIVE AN EXAMPLE OT ADJUNCT OF POSITION, Winston lingered for a while every Monday in the Cafe., 20.-WHICH IS THE NORMAL POSITION OF ADVERBS OF FREQUENCY?, BEFORE THE MAIN VERB AND AFTER THE VERB TO BE, 21.-EXAMPLE OF THE POSITION OF AN ADVERB OF FREQUENCY, SHE DOESN'T OFTEN SPEAK FREELY, 22.-WHAT ABOUT FRONTING AND INVERSION, FRONTING: Next week winston will be summoned in room 101, 23.- WHAT ABOUT INVERSION?, INVERSION: Never before had Winston felt so utterly watched., 24.- OTHER USES OF TIME EXPRESSIONS THAT CAN FOSTER OUR STUDENT'S SOCIOLINGUISTIC COMPETENCE, IN THE NICK OF TIME/ TIME AND TIME AGAIN/ FOR OLD TIME'S SAKE/ AHEAD OF TIME/ ONCE UPON A TIME, 25.- OTHER USES OF TIME EXPRESSIONS, TIME FLIES/ IN DUE TIME/ AT THE ELEVENTH OUR/ IN DUE TIME, 26.- TELLING THE TIME IS DIFFERENT IN BrE than in AmE., BrE uses past/ To and AmE uses after/ of., 27.- PEDAGOGICAL APPLICATION, ASSESSMENT IS FUNDAMENTAL. WHEN TALKING ABOUT ASSESSMENT WE NEED TO TALK ABOUT DESCRIPTORS FOR GRAMMAR IN LINE WITJ EVERY PROFICIENCY LEVEL., 28.- LET'S DESCRIBE THE DIFFERENT LEVELS: A1, LIMITED CONTROL OF SIMPLE GRAMMATICAL STRUCTURES, 29.- LET'S DESCRIBE THE DIFFERENT LEVELS: A2, USING SIMPLE STRUCTURES BUT WITH BASIC MISTAKES., 30.- LET'S DESCRIBE THE DIFFERENT LEVELS: B1, THRESHOLD BAND . A LEARNER COMMUNICATES WITH REASONABLE ACCURACY IN FAMILIAR CONTEXTS., 31.- LET'S DESCRIBE THE DIFFERENT LEVELS: B2, LEARNER SHOW GOOD GRAMMATICAL CONTROL BUT THEY TEND TO USE COMPLEX STUCTURES WITH SOME INNACCURACY., 32.- DIFFERENCE BETWEEN SLIP AND ERROR, ERROR S HAPPEN WHEN STUDENTS TRY TO PRODUCE LANGUAGE BEYOND THEIR LEVEL, 33.-DIFFERENCE BETWEEN SLIP AND ERROR, SLIP: MISTAKE A LEARNER MAKES DUE TO TIREDNESS AND LACK OF CONCENTRATION, 34.-REASONS WHY STUDENTS MAKE ERRORS, FIRST: FIRST LANGUAGE INTERFERENCE / DEVELOPMENTAL ERROR/ OVERGENERALIZATION, 35.- CONCLUSIONS, 1.- IN CONCLUSION THE ABILITY TO EXPRESS TIME POSITION, DURATION AND FREQUENCY IS NOT ONLY A LINGUISTIC SKILL BUT ALSO A POWERFUL TOOL FOR NAVIGATING THE COMPLEXITIES OF HUMAN INTERACTIONS, 36.- CONCLUSIONS, THE PEDAGOGICAL APPLICATION DEMONSTRATES THE PRACTICAL VALUE OF TEACHING THESE CONSTRUCTS USING CEFR DESCRIPTORS TO TARGET THE STUDENTS., 37.- CONCLUSIONS, 3.- THIS INTERACTION BETWEEN THEORY AND PRACTICE BRIDGES THE GAP BETWEEN THE LINGUISTIC UNDERSTANDING AND FUNCTIONAL LANGUAGE ISE IN DIVERSE CONTEXTS..

TOPIC 22

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