Turkish Preschool Children’s Pragmatic Competence on Apologies: The Influence of Sociolinguistic Factors and Contextual Variables

Özge Gül ZEREY

doi:10.18492/dad.754467

Expressing Gratitude in an EFL Context: The Case of Jordanian Learners

International Journal of Applied Linguistics & English Literature ◽

10.7575/aiac.ijalel.v.6n.4p.190 ◽

2017 ◽

Vol 6 (4) ◽

pp. 190

Author(s):

Husam Al-Momani ◽

Abdullah Jaradat ◽

Nisreen Al-Khawaldeh ◽

Baker Bani-Khair

Keyword(s):

Native American ◽

Cultural Values ◽

Social Power ◽

Native Speakers ◽

American English ◽

Pragmatic Competence ◽

Contextual Variables ◽

Efl Learners ◽

Frequency Of Use ◽

Order Preference

This study contributes to the existing literature on interlanguage pragmatics by investigating intermediate Jordanian English Foreign Language (EFL) learners’ gratitude speech act realization compared to that of native American English speakers. The study considered both aspects of pragmatic competence including pragmalinguistic knowledge (i.e., the use of gratitude strategies) and sociopragmatic knowledge (i.e., the influence of contextual variables). A discourse completion task (DCT) was employed to elicit data from 60 participants divided into two groups: 30 native speakers of American English, and 30 Jordanian EFL learners. Findings revealed that while Jordanian EFL learners and American English native speakers have access to the same gratitude strategies, both groups differed in the order preference of the used strategies and their frequency of use. Furthermore, the two groups showed different patterns in responding to contextual variables (i.e., social power and size of imposition), an indication that different cultural values govern the speech norms of each group. The study concludes with some pedagogical implications that could be implemented in the EFL classroom.

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Perceptual Characteristics of Consonant Production in Apraxia of Speech and Aphasia

American Journal of Speech-Language Pathology ◽

10.1044/2019_ajslp-18-0169 ◽

2019 ◽

Vol 28 (4) ◽

pp. 1411-1431 ◽

Cited By ~ 3

Author(s):

Lauren Bislick ◽

William D. Hula

Keyword(s):

Error Rate ◽

Error Rates ◽

Group Differences ◽

Diagnostic Process ◽

Apraxia Of Speech ◽

Contextual Variables ◽

Error Type ◽

Type Distribution ◽

Phonetic Features ◽

Syllable Position

Purpose This retrospective analysis examined group differences in error rate across 4 contextual variables (clusters vs. singletons, syllable position, number of syllables, and articulatory phonetic features) in adults with apraxia of speech (AOS) and adults with aphasia only. Group differences in the distribution of error type across contextual variables were also examined. Method Ten individuals with acquired AOS and aphasia and 11 individuals with aphasia participated in this study. In the context of a 2-group experimental design, the influence of 4 contextual variables on error rate and error type distribution was examined via repetition of 29 multisyllabic words. Error rates were analyzed using Bayesian methods, whereas distribution of error type was examined via descriptive statistics. Results There were 4 findings of robust differences between the 2 groups. These differences were found for syllable position, number of syllables, manner of articulation, and voicing. Group differences were less robust for clusters versus singletons and place of articulation. Results of error type distribution show a high proportion of distortion and substitution errors in speakers with AOS and a high proportion of substitution and omission errors in speakers with aphasia. Conclusion Findings add to the continued effort to improve the understanding and assessment of AOS and aphasia. Several contextual variables more consistently influenced breakdown in participants with AOS compared to participants with aphasia and should be considered during the diagnostic process. Supplemental Material https://doi.org/10.23641/asha.9701690

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