scholarly journals News from the pragmatics classroom: Contrasting the inductive and the deductive approach in the teaching of pragmatic competence

2016 ◽  
Vol 13 (4) ◽  
pp. 529-561
Author(s):  
Karen Glaser
Keyword(s):  
Foreign Language ◽  
Native Speaker ◽  
Empirical Studies ◽  
Pragmatic Competence ◽  
Guided Discovery ◽  
Efl Learners ◽  
Quasi Experimental ◽  
Research Gap ◽  
Pragmatic Skills

Abstract While the role of pragmatic skills in a foreign or second language has been receiving increased attention both from a research and a language teaching perspective, there is still a lamentable scarcity of systematic empirical studies into the effectiveness of instructional methods in the teaching of pragmatics. Addressing this research gap, this article reports about a quasi-experimental study into possible differences between an explicit-inductive and an explicit-deductive instructional approach in the teaching of pragmatic skills in English as a Foreign Language (EFL), more specifically the teaching of offer refusals to 49 advanced adult EFL learners in Germany. The instruction consisted of three 90-minute lessons, which were spread out over the duration of a 15-week academic semester and designed according to the deductive principle and the inductive principle, respectively. While the deductive group was provided with metapragmatic rules directly at the beginning of the instruction, the inductive group only encountered such rules after engaging in language use and guided discovery. Production data was elicited by means of DCTs and role play in a pretest-posttest format. Effectiveness of instruction was operationalized by means of two indicators: Indicator 1 measured the increased usage of the strategies taught in class, while indicator 2 measured the approximation to a native speaker target. The results indicate that the gains in the inductive group surpassed those in the deductive group, suggesting that when situated within the explicit framework, inductive instruction is more effective in the teaching of pragmatic skills.

Machine Translation for EFL

Relay Journal ◽  
2019 ◽  
pp. 228-235
Author(s):  
Paul J. Moore ◽  
Phil Murphy ◽  
Luann Pascucci ◽  
Scott Sustenance
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Machine Translation ◽  
English Language ◽  
Foreign Language Learning ◽  
Efl Learners ◽  
Technical Developments ◽  
English Language Institute ◽  
Changing Role

This paper reports on an ongoing study into the affordances of free online machine translation for students learning English as a foreign language (EFL) at the tertiary level in Japan. The researchers are currently collecting data from a questionnaire, task performance, and interviews with 10-15 EFL learners in an English Language Institute in a university in Japan. The paper provides some background on the changing role of translation in language learning theory and pedagogy, before focusing literature related to technical developments in machine translation technology, and its application to foreign language learning. An overview of the research methodology is provided, along with some insights into potential findings. Findings will be presented in subsequent publications.

Improving EFL learners' pragmatic awareness

2003 ◽  
Vol 141-142 ◽  
pp. 199-223
Author(s):  
Seran Doğançay-Aktuna
Keyword(s):  
Language Use ◽  
Native Speaker ◽  
Effective Communication ◽  
Pragmatic Competence ◽  
Main Claim ◽  
Advanced Level ◽  
Efl Learners ◽  
Linguistic Resources ◽  
Pragmatic Awareness ◽  
Language Classrooms

This paper overviews the ways in which EFL learners' pragmatic awareness can be developed in language classrooms through focused instruction and practice. It argues that effective communication requires awareness of the conventions governing language use and attention to the characteristics of the context and the interlocutors, besides linguistic resources. The main claim is that even though some pragmatics data that is based on native speaker norms might not provide relevant models for learners of English as a foreign or international language, these learners still need to become aware of crosscultural variation in norms of language use and learn how to consider social and contextual factors surrounding effective communication. After defining pragmatic competence and transfer, the paper discusses possible ways for integrating pragmatic consciousness-raising into language teaching and the problems involved in this endeavour. It then describes a course designed to raise pragmatic awareness in advanced level EFL learners as part of their TEFL training program. The underlying principles, materials and sample activities of the course are presented and learners' reaction to the course is discussed.

scholarly journals Relationships between Final Purchasers and Offerors in the Context of Their Perception by Final Purchasers

Energies ◽  
2021 ◽  
Vol 14 (11) ◽  
pp. 3271
Author(s):  
Agnieszka Izabela Baruk
Keyword(s):  
Factor Analysis ◽  
Statistical Analysis ◽  
World Literature ◽  
Empirical Studies ◽  
Primary Data ◽  
Survey Method ◽  
Chi Square ◽  
Marketing Process ◽  
Research Gap

The aim of this article was to identify the role of good mutual relationships with offerors for final purchasers, as well as define the meaning of the perception of offerors in the scope of listening to purchasers’ opinions and profiting from purchasers’ readiness to cooperate for the specificities of the prosumeric activity. A deep analysis of the world literature was used to prepare the theoretical part of this paper. The results of this analysis confirm the existing cognitive gap and research gap regarding mentioned aspects, including energy market. Empirical studies were conducted to reduce identified gaps. The survey method was used to collect primary data. The collected data were subjected to quantitative analysis, during which statistical analysis methods and tests were applied (Pearson chi-square independence test, V-Cramer factor analysis, Kruskal–Wallis test (KW), and exploratory factor analysis). The results of the statistical analysis and testing allowed the three research hypotheses formulated to be checked. Between the significance of good relationships with offerors and their perception, a statistically significant dependence was identified for all groups of offerors. The perception of offerors was a feature differentiating respondents’ opinions about the significance of good relationships with offerors for the two following groups: producers and traders. Additionally, the perception of offerors was a feature differentiating forms of prosumeric activity of respondents only for three interpurchase behaviors. The results obtained have a visible cognitive and applicability value. They contribute to the theory of marketing, as well as possibly facilitating the formation of good mutual relationships between offerors (including offerors of energy) and final purchasers as key partners cooperating with offerors in the marketing process. The approach presented in this paper has not been studied and analyzed so far, either in theoretical or in practical terms. This fact confirms its originality and value.

scholarly journals Effect of Collaborative Writing Combined with Blog Online Learning on Indonesian EFL Learners’ Writing Skill across Motivation

2021 ◽  
Vol 2 (1) ◽  
pp. 87-98
Author(s):  
Rizki Anugrah Putri Rahayu
Keyword(s):  
Online Learning ◽  
Foreign Language ◽  
Collaborative Writing ◽  
Efl Learners ◽  
Quantitative Data Analysis ◽  
Writing Skill ◽  
Post Test ◽  
Quasi Experimental ◽  
And Control ◽  
Different Levels

Abstract:   This study aims to investigate collaborative writing combined with blog online learning on the writing skill of Indonesian English foreign language (EFL) learners’ across their motivation. This research included a quasi experimental with the comparative time series. A quasi experimental study was employed by involving 61 learners of Senior High School. This research applied in into two groups: experimental and control. The treatment was conducted at 7 sessions, including the pre-test and post-test. The scores of pre-test and post-test in writing were used as a base of quantitative data analysis whereas the learners’ responses to motivation questionnaire were used to categorize their motivation. The result revealed that the collaborative writing combined with blog online learning on the writing was effective to enhance the learners’ writing skill. In addition, to apply the combination of collaborative writing and online blog learning, teacher should not worry about different levels of motivation among students where the students were motivated to use language.  

scholarly journals TEFL and COVID-19: use of digital materials and their impact on efl learners' speaking accuracy and fluency

2021 ◽  
Vol 7 (3B) ◽  
pp. 729-741
Author(s):  
Mohammad Hossein Besharati ◽  
Golnar Mazdayasna ◽  
Ali Akbar Jabbari
Keyword(s):  
Experimental Design ◽  
Foreign Language ◽  
Digital Storytelling ◽  
Comparison Group ◽  
Language Skills ◽  
Placement Test ◽  
Promising Technique ◽  
Efl Learners ◽  
Before And After ◽  
Quasi Experimental

Digital storytelling has been around in foreign language contexts for at least two decades and showed to be a promising technique for teaching different language skills. This study aimed at investigating the effect of using two types of digital storytelling, i.e. asynchronous and synchronous digital storytelling, on the EFL learners' speaking performance in terms of accuracy and fluency. To this end, a quasi-experimental design with an experimental and a comparison group was devised. Sixty-five intermediate EFL learners were conveniently selected based on their scores on Oxford Placement Test. The speaking module of Preliminary English Test (PET) was used to measure the participants' speaking accuracy and fluency before and after the intervention. The results of the study indicated that both groups made a significant improvement after the course. Nevertheless, the asynchronous digital storytelling group outperformed the synchronous one after the intervention.

scholarly journals The Long-term Effects of Instruction on EFL Learners' Use of Complaining Formulas

10.29007/5xsb ◽  
2018 ◽  
Author(s):  
Alicia Martínez-Flor ◽  
Esther Usó-Juan
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Future Research ◽  
Long Term Effects ◽  
Positive Role ◽  
Efl Learners ◽  
Foreign Language Learners ◽  
Over Time

Studies analysing the positive role of pragmatic instruction in formal settings have increased over the last decades. Within this area of interventional pragmatics, some studies have particularly examined whether the effectiveness of the instruction implemented is sustained over time. In order to shed more light on the long-term effects of instruction, this research investigates English as a Foreign Language learners’ use of complaining formulas not only after immediately receiving instruction, but also two months later. Results show that learners keep using a variety of appropriate complaining formulas two months after having participated in the instructional period. These findings are discussed and directions for future research suggested.

scholarly journals Exploring the Unknown: The Autonomy of Saudi EFL Learners

2017 ◽  
Vol 10 (5) ◽  
pp. 222 ◽  
Author(s):  
Fakieh Alrabai
Keyword(s):  
Academic Achievement ◽  
Saudi Arabia ◽  
Foreign Language ◽  
Learner Autonomy ◽  
Vital Role ◽  
T Test ◽  
Efl Learners ◽  
Saudi Students ◽  
Standardized Achievement Tests

This study addresses a new area of research in Saudi Arabia. Using a sample of 630 Saudi students, it investigates learners’ level of autonomy and its relationship to academic achievement in English as a foreign language (EFL). Learners’ level of autonomy was measured by a survey, whereas their achievement was evaluated using standardized achievement tests. The data were analyzed using descriptive analyses and a t-test. The findings revealed that learners were non-autonomous, with a mean autonomy score of 2.35 out of 5; and also low language achievers (M = 66 out of 100). Gender had a significant effect on autonomy and achievement. These findings emphasize the vast lack of awareness of the vital role of learner autonomy in the Saudi EFL setting. The study suggests that Saudi learners and teachers alike require increased awareness of the importance of the concept of autonomy and that practical means to promote Saudi EFL learner autonomy should be sought and practiced.

scholarly journals Foreign language teacher education in psycho-pedagogical research

2019 ◽  
Vol 65 (2) ◽  
pp. 170-176
Author(s):  
Marianna Levrints
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Knowledge Base ◽  
Empirical Studies ◽  
Language Teachers ◽  
Small Scale ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Theoretical Foundations

The unprecedented growth in the quantity, as well as quality of publications on language teacher education supported by the domain’s increasing experiential background opens up new avenues for enhancing the effectiveness of foreign language teacher education in Ukraine. Hence, the present paper aims at analyzing and singling out recurrent research themes, defining the mainstream approaches of the field of language teacher education, which constitute the emerging theoretical foundations of the field’s knowledge base. The review of the state-of-the-art publications has enabled the specification of the following research areas, pertinent to foreign language teacher education: language teacher cognition, the knowledge base of language teachers, language teacher identity, reflection, language teacher research and action research, language teacher professionalism, the role of teacher education, effectiveness of teaching, expertise, competence, teacher development and some others. The analysis of research suggests overall proliferation of the number of studies on the problem of language teacher education during the past 30˗40 years. Nevertheless, the comparison of the volume of studies highlighting general aspects of teacher education to those specifically related to foreign/second language teacher education reveals the quantitative advantage of the former. More efforts are needed at elaborating language teacher focused issues which stem from the nature of foreign language as a discipline, the socio-cultural role of language teachers and the role of foreign language in particular. Further limitations of the field-related research base, include: 1) a rather small proportion of empirical studies, necessary to provide informed answers for important questions of language teacher education; 2) the majority of available empirical studies are small-scale and contextually limited, which excludes the possibility of generalizations; 3) the field’s overall reliance on traditions, intuition and practical experience, with little regard for theoretical foundations; 4) paucity of research that present systematic complex generalizations of the field’s knowledge base;

scholarly journals From the Curtain to the Façade: Enhancing ESL/EFL Learners’ Communicative Competence through an Interactive Digital Drama

2012 ◽  
Vol VI (2) ◽  
pp. 61-75
Author(s):  
Ivan Lombardi
Keyword(s):  
Foreign Language ◽  
Digital Media ◽  
Human Factor ◽  
Communicative Competence ◽  
Teaching English ◽  
Efl Learners ◽  
Technological Tool ◽  
One Act ◽  
Meaningful Role

Façade is a one-act interactive digital drama about a marital crisis. The player is asked to play the role of a friend of the couple, and to try to cope with the situation by using his or her interaction skills. In this paper, I argue that Façade may be a valuable tool for teaching English as a second/foreign language, especially for the development of communicative competence. In order show how Façade may be used effectively, I (i) highlight the features of the tool that can play a meaningful role in language teaching; (ii) give examples of drama techniques that best exploit Façade; (iii) trace the techniques back to a methodology of reference; (iv) stress the primary importance of the human factor, the learners and teacher, over the technological tool. I then linger on the role of the teacher in activities that involve Façade, as well as other digital media. My proposal is presented under the metaphor of the edurector.

scholarly journals Second language pragmatic ability: Individual differences according to environment

2015 ◽  
Vol 5 (4) ◽  
pp. 519-556 ◽  
Author(s):  
Lauren Wyner ◽  
Andrew D. Cohen
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Teacher Development ◽  
Native Speaker ◽  
Research Literature ◽  
Target Language ◽  
Individual Factors ◽  
Discussion Section ◽  
Pragmatic Transfer

The aims of this paper are to review research literature on the role that the second language (L2) and foreign language (FL) environments actually play in the development of learners’ target language (TL) pragmatic ability, and also to speculate as to the extent to which individual factors can offset the advantages that learners may have by being in the L2 context while they are learning. The paper starts by defining pragmatics and by problematizing this definition. Then, attention is given to research literature dealing with the learning of pragmatics in an L2 context compared to an FL context. Next, studies on the role of pragmatic transfer are considered, with subsequent attention given to the literature on the incidence of pragmatic transfer in FL as opposed to L2 contexts. Finally, selected studies on the role of motivation in the development of pragmatic ability are examined. In the discussion section, a number of pedagogical suggestions are offered: the inclusion of pragmatics in teacher development, the use of authentic pragmatics materials, motivating learners to be more savvy about pragmatics, and supporting learners in accepting or challenging native-speaker norms. Suggestions as to further research in the field are also offered.

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