scholarly journals The Relation Between Flor’s Taxonomy and Trosborg’s Modification in Giving Suggestions in Students’ Spoken Presentation

2021 ◽  
Vol 11 (2) ◽  
pp. 237-243
Author(s):  
Agus Dwiyanto ◽  
Dwi Rukmini ◽  
Widhiyanto Widhiyanto
Keyword(s):  
Speech Acts ◽  
Research Method ◽  
Graduate Program ◽  
English Teachers ◽  
Primary Objective ◽  
Coding Scheme ◽  
Completion Task ◽  
Pragmatic Awareness ◽  
Efl Students ◽  
Presentation Activity

Considering the intense presentation activity in the graduate classroom, the use of suggestion turns to be primary in delivering points. This triggered the researchers to study the issue. The primary objective of this study is to explain the relation between Flor’s (2005) suggestion taxonomy and Trosborg’s (1995) suggestion modification through the realization of speech acts of suggestion. The study applied a descriptive qualitative research method in which the data were gathered by using Oral Discourse Completion Task (ODCT). The participants of the study were 15 EFL students of a graduate program of a university in Semarang. The responses then were analyzed based on Flor’s (2005) suggestion taxonomy and Trosborg’s (1995) suggestion modification coding scheme. The results revealed that there were 146 suggestions produced. Conventionalized forms were realized more frequently than other Flor’s taxonomies. Furthermore, negative imperative was the most used indirect strategy. The subjects realized more specific formulae of the most in conventionalized forms. The indirect strategy was realized equally. Politeness marker was used more frequently while grounder claimed the highest findings in external modification. The relation between the taxonomy and modification showed that direct taxonomy and external modification was the highest relation found in the suggestion realization. It is expected that this research can give profound contributions to university students, English teachers, and other fellow researchers to develop further research related to suggestion speech acts. At last, it is suggested that English teachers particularly are to raise EFL learners’ pragmatic awareness by implementing appropriate teaching approach and method.

An Investigation into EFL Learners’ Perception towards L2 Pragmatic Instruction

2016 ◽  
Vol 6 (3) ◽  
pp. 452 ◽  
Author(s):  
Hyekyeng Kim
Keyword(s):  
Speech Acts ◽  
Pragmatic Competence ◽  
Positive Perception ◽  
Efl Learners ◽  
Regular Class ◽  
Pragmatic Awareness ◽  
L2 Pragmatics ◽  
Sentence Patterns ◽  
Efl Students ◽  
Pragmatic Instruction

The present study investigated EFL students’ perception toward the pragmatic instruction provided as a part of regular English curricula. A total of 52 university students from various majors participated in the study. The treatment was given for nine weeks during the regular class hours in terms of four speech acts, compliments, apologies, requests, and refusals, with the goal of enhancing the learners’ pragmatic awareness as well as pragmatic competence. A questionnaire and the learners’ reflection journals were adopted as data collection instruments, and an eclectic design was adopted to analyze their perception. Both the intermediate and low groups showed positive perception in terms of the four major categories—interest, usefulness, importance, and motivation, yet more than half of the learners from the low group found that learning L2 pragmatics was difficult due to the complexity and length of some of the sentence patterns of formulaic expressions. Further, there were significant differences between subjects regarding the category of difficulty for each speech act. Nevertheless, the learners expressed that pragmatic instruction facilitated their communication skills, enhanced their pragmatic awareness on intercultural differences, as well as instilled confidence in English interactions. These findings imply learners’ motivation and needs for learning L2 pragmatic features.

Pragmatic instruction in L2-Russian

2020 ◽  
Vol 4 (1) ◽  
pp. 62-95
Author(s):  
Daniele Artoni ◽  
Valentina Benigni ◽  
Elena Nuzzo
Keyword(s):  
Foreign Language ◽  
Speech Acts ◽  
Control Group ◽  
Written Discourse ◽  
Instructional Treatment ◽  
Completion Task ◽  
Positive Effect ◽  
Experimental Group ◽  
National Corpus ◽  
Pragmatic Instruction

Over the last three decades, a growing number of studies have investigated the effects of instruction on the acquisition of pragmatic features in L2. The bulk of this research has focused mainly on the teaching of English as a second/foreign language. However, instructional pragmatic studies in L2-Russian are lacking. The main purpose of our study is to contribute towards filling this gap by analysing the effects of pragmatic instruction on the acquisition of two speech acts by Italian learners of Russian. Furthermore, we aim to explore whether the Multimodal Russian Corpus (MURCO), a multimedia subcorpus of the Russian National Corpus, can be an effective tool for teaching speech acts in L2-Russian. Our research was composed of one experimental group (n = 18) and one control group (n = 11); each was composed of two intact classes of Italian university students at an intermediate level of L2-Russian, who were pre- and post-tested using a written discourse completion task. The experimental group was subjected to a programme of pragmatic instruction – eight thirty-minute MURCO-based lessons devoted to requests and advice, while the control group was taught according to the standard syllabus, that is, with no pragmatic instruction. The results revealed that the use of the target pragmatic features varied significantly in the experimental group, but not in the control group, thus showing a general positive effect of the instructional treatment based on the MURCO corpus. However, some limitations were identified with regard to the usability of this tool by teachers and learners.

scholarly journals The Effect of Instruction on Learners' Pragmatic Awareness: a Focus on Refusals

2010 ◽  
Vol 10 (1) ◽  
pp. 65 ◽  
Author(s):  
Eva Alcón Soler ◽  
Josep Guzmán Pitarch
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Cognitive Processes ◽  
Speech Acts ◽  
Speech Act ◽  
Pragmatic Awareness ◽  
Research Gap ◽  
Instructional Contexts

The benefits of instruction on learners’ production and awareness of speech acts is well documented (see Alcón and Martínez-Flor, 2008, for a review of pragmatics in instructional contexts). However, few studies examine the influence that instruction may have on the cognitive processes involved in speech act production (Félix- Brasdefer, 2008). In order to address this research gap, and taking into account the discussion in research on the concept of attention and related terms such as awareness (see Al-Hejin, 2004, for a review of the role of attention and awareness in second language acquisition research) this paper reports on the benefits of instruction on learners’ attention and awareness during the performance of refusals. Thus, based on a pedagogical proposal for teaching refusals at the discourse level, we focus on the benefits that this pedagogical proposal can have on the information attended to during the planning and execution of refusals. Secondly, we explore whether instruction makes a difference in learners’ awareness of refusals.

scholarly journals Reciprocal Trade Agreements in Asia: Credible Commitment to Trade Liberalization or Paper Tigers?

2012 ◽  
Vol 12 (1) ◽  
pp. 1-29 ◽  
Author(s):  
Raymond Hicks ◽  
Soo Yeon Kim
Keyword(s):  
Cold War ◽  
Trade Liberalization ◽  
Trade Agreements ◽  
Primary Objective ◽  
Trade Flows ◽  
Institution Building ◽  
Credible Commitment ◽  
Coding Scheme ◽  
The Cold War ◽  
The Impact

Reciprocal trade agreements (RTAs) have proliferated rapidly in Asia in recent years, an unprecedented phenomenon in a region in which state-led institution-building efforts were largely unsuccessful during the Cold War years. In this article, we investigate the qualitative provisions of RTAs in Asia, focusing on agreements that are professedly geared toward trade liberalization through reciprocal exchanges of trade concessions. We build on the concept of credible commitment—that states “tie their hands” through international agreements and thus signal strong commitment to trade liberalization. We argue that a broad range of agreement provisions will affect an RTA's ability to achieve its primary objective: trade liberalization. We present a coding scheme that measures the strength of a wide variety of provisions in the legal texts of RTAs. Using quantitative analysis, we analyze the impact of various components of Asia's RTAs on participants' trade flows.

scholarly journals Asessing Teacher’s Perception in the Use of Pre-Reading Activities in EFL Classroom

2020 ◽  
Vol 4 (2) ◽  
pp. 236
Author(s):  
Karolis Anaktototy ◽  
Mathilda Huwae
Keyword(s):  
Research Method ◽  
English Teachers ◽  
Text Structure ◽  
Junior High Schools ◽  
Survey Method ◽  
Teaching Reading ◽  
Teachers Perceptions ◽  
Asking Questions ◽  
Reading Activities ◽  
Teacher's Perception

This study was aimed at finding out kinds of pre-reading activities commonly used, and teachers’ perceptions on the use of pre-reading activities. Survey method was used as research method. To collect data, questionnaire and observation checklist were used as research instruments. There were 33 English teachers from 11 Junior High Schools as participants. The result of the study revealed that pre-reading activities were used by English teachers to engage students in reading activities. Pre-reading activities such as asking questions, identifying text structure, previewing, showing picture, brainstorming, and making prediction were the preferable activities applied by teachers. The teachers believed that the use of pre-reading activities in teaching reading is an effective way to improve students’ reading comprehension.

scholarly journals The Influence of Storytelling on EFL Students Motivation in Speaking Practice in SMPN 03 Bengkulu Tengah

2021 ◽  
Vol 1 (4) ◽  
pp. 470-477
Author(s):  
Sri Noprianti ◽  
Ali Akbarjono ◽  
Feny Martina
Keyword(s):  
Experimental Research ◽  
Driving Force ◽  
Research Method ◽  
Eighth Grade ◽  
Control Group ◽  
Motivation To Learn ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Efl Students ◽  
Class Viii

Based on the explanation of the theory by Gardner the state is motivation comes from within a person as a driving force to achieve goals for more advanced change. This study aims to determine how enthusiastic student's Eighth grade in the SMPN 03 Bengkulu Tengah are in learning English, especially speaking English. Researchers used a quasi-experimental research method, namely a control group posttest only design which showed a significant difference between 74, 92%, and 61.96% of the experimental class in the control class. From this hypothesis, the researcher obtained a comparison of the experimental class in the treatment using the storytelling method of 4.34% and the control class with the narrative picture method of 3.58%. So the researcher can conclude that there is a significant difference between the two methods with or without the use of treatment compared to the motivation to learn English in class VIII students at SMPN 03 Bengkulu Tengah.

Perception of Speech Acts Categories in Donald Trump’s Tweets by Native and Nonnative Speakers of English

2020 ◽  
Vol 15 (1) ◽  
pp. 73-82
Author(s):  
Davood Souri ◽  
Ali Merç
Keyword(s):  
Speech Acts ◽  
Native Speakers ◽  
Nonnative Speakers ◽  
Background Knowledge ◽  
English Teachers ◽  
Large Majority ◽  
Contextual Variables ◽  
Donald Trump ◽  
Nonnative Speakers Of English

Twitter plays an important role in today’s world. Its role among politicians and those who are interested in politics is more obvious. Due to its importance and special characteristics such as character limits, it has drawn the attention of many researchers including linguists and ELT researchers. This study aimed to compare the perceptions of native and nonnative speakers in identifying speech acts in Donald Trump’s tweets. The subjects of this study were nine English native speakers and twenty nonnative English teachers who were Turkish citizens. Thirty- seven tweets of Donald Trump over the course of a week were selected and the participants were asked to identify the speech acts of the tweets based on the speech acts taxonomy by Searle (1976). The analysis of the data revealed that both native and nonnative speakers of English identified the speech acts of the large majority of the tweets very differently. These differences were partly due to lack of enough political as well as background knowledge and partly due to lack of contextual variables.

Speech Acts and Cross-Cultural Pragmatics

2019 ◽  
pp. 223-238
Author(s):  
Clara Bauler
Keyword(s):  
Cultural Diversity ◽  
Speech Acts ◽  
Linguistically Diverse ◽  
Role Playing ◽  
Diverse Learners ◽  
Cross Cultural ◽  
Dominant Language ◽  
Pragmatic Awareness ◽  
Linguistically Diverse Learners ◽  
Cultural Pragmatics

Linguistically diverse learners tend to first relate the pragmatic ability they already possess in their first or more dominant language (L1) to act in the L2; as a result, miscommunication and misunderstandings are frequent and common. Teachers can help learners develop awareness about L2 pragmatic norms by making visible how speech acts are performed in the L2 community of speakers while providing opportunities to engage in role-playing or real interactions involving the accomplishment of selected speech acts. This chapter offers an overview of the importance of context in cross-cultural interactions, a brief survey of the theories of speech acts, and concrete pedagogical ideas for teachers to develop linguistically diverse learners' pragmatic awareness and ability while celebrating and promoting linguistic and cultural diversity.

scholarly journals Situational Variations in Request and Apology Realization Strategies among International Postgraduate Students at Malaysian Universities

2016 ◽  
Vol 9 (3) ◽  
pp. 181 ◽  
Author(s):  
Paramasivam Muthusamy ◽  
Atieh Farashaiyan
Keyword(s):  
Second Language Acquisition ◽  
Social Distance ◽  
Speech Acts ◽  
Structured Interview ◽  
Mitigation Strategies ◽  
Situational Factors ◽  
Written Discourse ◽  
Postgraduate Students ◽  
Completion Task ◽  
Data Collection Procedure

<p>The present study attempted to describe the request, apology, and request mitigation strategies utilized by international postgraduate students in confronting different situations. In addition, it examined the effects of the situational factors of social distance, power, and imposition on the students’ choice of request and apology strategies as well as the modifications in requests. Another objective has been to categorize the difficulties students face in the production of the speech acts. One hundred and thirty international postgraduate students majoring in different fields voluntarily participated in this study. A Written Discourse Completion Task Questionnaire (Liu, 2005) and semi-structured interview were utilized for data collection procedure. The results of the questionnaire illustrated that the participants made use of IFID strategy for apologies and conventionally indirect expressions (Preparatory questions) for requests more frequently than other strategies. Moreover, the situational factors of social distance, power and imposition did not affect the participants’ choice of request and apology strategies but they had some influences on the use of mitigating strategies in different situations. Regarding modifiers, the students opted out external modifications (66.6%) more than internal modifiers (33.3%). Among the external mitigation types, “please” with 21% and grounders with 25% respectively have been utilized more than other external mitigation types. Finally, the results of the interviews indicated that the difficulties that students face in the production of the speech acts were grammar, expression, vocabulary and structure. This study has some implications for second language acquisition research and intercultural communication.</p>

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