The Importance of Utilizing Pragmatics in EFL/ESL Context

Pragmatic Competence ◽

Teacher Competence ◽

Efl Learners ◽

L2 Learners ◽

Efl Classrooms ◽

The Impact ◽

Pragmatic Performance

Abstract Pragmatics research in the last few years has gained eminence under the impact of Soler and the succeeding paradigms of Communicative Competence. Amid the diverse components of communicative competence, a great number of L2 studies have attended to the concept of pragmatic competence, that deals with both pragmalinguistic and sociopragmatic knowledge. Hence, pragmatics interlanguage research is concerned with the pragmatic competence and pragmatic performance of L2 learners; though, teaching pragmatics to Non-native Speakers, particularly EFL learners, is a prickly subject. Hence, pragmatic competence has been noticeably absent from ELT curricula, notwithstanding the fact that it has been guaranteed a place in diverse models of Communicative competence. This is mainly due to the hindrances of teaching and learning pragmatics in the ESL/EFL classes. Hence, the study primarily aims at discoursing challenges and lacunas in teaching and learning pragmatics within the confines of EFL classrooms drawing on the existing published literature and proffers recommendations to overcome these problems. Thus, the paper concentrates on these central and prominent fields: the EFL/ESL setting, ELT materials, and available to teach learners, teacher competence, and evaluating pragmatic ability.

Intelligibility: The Goal of Language Learning and Teaching

Journal for the Study of English Linguistics ◽

10.5296/jsel.v4i1.9045 ◽

2016 ◽

Vol 4 (1) ◽

pp. 1

Author(s):

Sayyed Rashid Shah ◽

Abdullah Al-Bargi

Keyword(s):

Language Learning ◽

Teaching And Learning ◽

Native Speakers ◽

Structured Interviews ◽

Post Intervention ◽

Efl Learners ◽

Learning And Teaching ◽

Native Speakers Of English ◽

<p>This action research study investigates the intelligibility of Saudi EFL learners’ speeches in relation to the Lingua Franca Core (LFC). This study is carried out in an EFL class of 15 Saudi learners. One native and four non-native speakers of English performed the role of evaluators. A mixed-method approach was adopted to collect and analyze quantitative and qualitative data. The learners’ scores in their pre and post-intervention speeches led to the understanding of the impact of LFC on leaders’ speeches. The scores were awarded by five evaluators responding to a five-point Likert scale questionnaire while judging learners’ intelligibility. The results showed moderate improvement in the learners’ post-intervention speeches in terms of intelligibility. This procedure was followed by semi-structured interviews conducted with individual evaluators/listeners who rated post-intervention speeches as well-organized, lengthier and planned, delivered fluently and confidently in spite of insignificant improvement in the production of LFC features. Based on the findings, it can be recommended that LFC can have little or no impact on the learners’ pronunciation, thus intelligibility should be the goal of language teaching and learning in EFL settings.</p>

Interlanguage Pragmatics, Communicative Competence, Nigeria’s L2 Classrooms

International Journal of Applied Linguistics & English Literature ◽

10.7575/aiac.ijalel.v.8n.4p.19 ◽

2019 ◽

Vol 8 (4) ◽

pp. 19

Author(s):

Amaechi Uneke Enyi ◽

Chiekpezie Edwin Orji

Keyword(s):

Second Language ◽

Teaching And Learning ◽

Linguistic Competence ◽

Instructional Materials ◽

Pragmatic Competence ◽

Interlanguage Pragmatics ◽

Classroom Activities ◽

L2 Learners ◽

Linguistic Action

In Nigeria, much attention has been given to the teaching and learning of grammatical forms and sound sequences with emphasis on their accuracy and correctness (linguistic competence). This has reflected in the selection of course syllabi, curriculum, instructional materials and methods in our classrooms. A lot studies have been carried out by scholars on the non-native speakers’ use and acquisition of linguistic action patterns in a second language. Though such studies, dubbed interlanguage pragmatics, have all been carried out in Europe and America with focus on speakers of English as a Foreign language (EFL). This area of enquiry has not been adequately explored in Africa in general or Nigerian L2 learners of English as the focus. Thus, little or seldom attention has been given to pragmatics and appropriateness in language use (Communicative competence). This study is therefore, a consciousness - raising effort to highlight the relevance and advantages of teaching pragmatics and the development of pragmatics awareness in our classrooms. This is against the backdrop of the fact that the linguistic competence of most learners of English as a second language is not usually at par with their pragmatic competence. This study foregrounds the need for L2 learners of English to develop a concomitant degree of pragmatic awareness in the use of the language. They must learn how to combine form, meaning, force and context. They need, for example, to learn how to say what they want to say with the required formality or politeness, directness or indirectness, e t c, as required by a given situation or sometimes, to even keep quiet and still communicate intention. The study, domesticating the findings of some current researches in instructed pragmatics, discussed and suggested some classroom activities that could be adopted as part of the methods of teaching pragmatics, and by so doing, highlighted the enormous advantages and usefulness of teaching pragmatics and acquiring pragmatic competence in Nigeria’s L2 classrooms.

The Impact of Socio-Pragmatic Instruction on the Performance of Iraqi EFL Learners in the Compliment Response Strategies

لارك ◽

10.31185/lark.vol1.iss13.825 ◽

2019 ◽

Vol 1 (13) ◽

pp. 368-390

Author(s):

Mazin Jasim Mohammed

Keyword(s):

Speech Act ◽

Real Life ◽

Cultural Knowledge ◽

Target Language ◽

Pragmatic Competence ◽

Cultural Norms ◽

Efl Learners ◽

Communication Breakdown ◽

L2 Learners ◽

The purpose of the present study is to examine the impact of the instruction in the English sociopragmatic awareness among Iraqi EFL learners in the speech act of complimenting responses . It is well-known that sociopragmatic aspects of language use vary across different languages and cultures .Such aspects map out the socio-cultural norms and conventions as well as the strategies that underlie the pragmatic performance of different language speakers in a variety of target language situations . Being a teacher for more than ten years in an Iraqi university , the researcher has noticed that Iraqi EFL learners entertain a low ability to communicate effectively in responding to the speech act of complimenting , despite the fact that many of them have a perfect dominion of the target language grammar rules . However, it seems that L2 teachers often overlook pragmatics, which constitutes a crucial element of language ability of L2 learners ; this might be attributed to the difficulty of its teaching . The resulting lack of pragmatic competence of L2 learners can lead to pragmatic failure and , more importantly , to a complete communication breakdown . It is hypothesized that Iraqi EFL learners are not proficient in responding appropriately to compliments when put in real-life situations due to their inadequate pragmatic competence .Hence , it is very necessary to provide them with socio-cultural knowledge incorporated into the EFL classroom if we are aiming at fruitful communication .The second hypothesis states that socio-cultural knowledge plays a significant role in enhancing Iraqi EFL learners' performance in responding to compliments in English appropriately .The present study has shown that Iraqi EFL learners perform significantly different forms of compliment responses from those produced by native speakers of English in terms of quality . The results reached at validate the hypothesis put forward , and call for the importance of instructing Iraqi EFL learners concerning socio-cultural norms and conventions of L2 they are studying .

The Impact of Smartboard on Preparatory Year EFL Learners’ Motivation at a Saudi University

Advances in Language and Literary Studies ◽

10.7575/aiac.alls.v.8n.3p.172 ◽

2017 ◽

Vol 8 (3) ◽

pp. 172

Author(s):

Waqar Ahmad ◽

Zuraina Ali ◽

Muhammad Aslam Sipra ◽

Imtiaz Hassan Taj

Keyword(s):

Teaching And Learning ◽

Control Group ◽

Efl Learners ◽

Saudi Students ◽

Significant Difference ◽

Literature Reviews ◽

Preparatory Year ◽

And Control ◽

The Impact ◽

Experimental Group

Smartboards, which are now widely used in the teaching and learning process in Saudi Arabia, have turned the traditional environments of the classrooms, especially the EFL classrooms to be more interesting and encouraging. Literature reviews suggest that Saudi students usually lack motivation for studying English as a foreign language. This study tends to investigate the impact of Smartboards on preparatory year EFL learners motivation at a Saudi university. Two intact groups were selected, in which one was termed as experimental and the second as control group. The experimental group was taught using the Smartboard while the control group was taught with the traditional whiteboard, pen and book method. The treatment was given for seven weeks. A questionnaire was administered to both the groups at the beginning and the end of the study. The data was analysed using the SPSS and the results showed that there was significant difference between the experimental and control groups in terms of motivation.

Social Media Escapism: Exploratory Study of the use of Digital Media by Tirana University Students of English Language

Scientific knowledge - autonomy, dependence, resistance - Balkanistic Forum ◽

10.37708/bf.swu.v30i2.12 ◽

2021 ◽

Vol 30 (2) ◽

pp. 196-211

Author(s):

Iris Klosi

Keyword(s):

Social Media ◽

Digital Media ◽

Online Teaching ◽

English Language ◽

Native Speakers ◽

Dominant Role ◽

State University ◽

Face To Face ◽

The stress and anxiety resulting from the COVID-19 pandemic has lead to a significant increase in escapist media-based coping. This paper examines the impact of the Covid-19 pandemic on social media escapist activities by the students at the State University of Tirana. In total 52 undergraduate and graduate students aged 20-24 were involved in the study. The students reported 39 digital media involved in their escapist activities, with media sharing networks having a dominant role. From the analysis of their discussion of the motivations and different forms of escapist activities using social media, 5 different but interrelated discourses emerged: (1) Social media have both positive and negative aspects; (2) Social media escapism distorts reality; (3) Social media offer easy and affordable ways to escape; (4) Social media escapism needs to be managed to avoid addiction; and (5) Social media escapism enhances English language skills. The impacts of the Covid-19 pandemic through restrictions on socializing, face-to-face interaction and online teaching were discussed within and across the identified discourses. Increasing their communicative competence in English while interacting with people of different cultural background, including English native speakers was one of most the positive aspects in students’ discussions of social media escapism. The stress and anxiety resulting from the COVID-19 pandemic has lead to a significant increase in escapist media-based coping. This paper examines the impact of the Covid-19 pandemic on social media escapist activities by the students at the State University of Tirana. In total 52 undergraduate and graduate students aged 20-24 were involved in the study. The students reported 39 digital media involved in their escapist activities, with media sharing networks having a dominant role. From the analysis of their discussion of the motivations and different forms of escapist activities using social media, 5 different but interrelated discourses emerged: (1) Social media have both positive and negative aspects; (2) Social media escapism distorts reality; (3) Social media offer easy and affordable ways to escape; (4) Social media escapism needs to be managed to avoid addiction; and (5) Social media escapism enhances English language skills. The impacts of the Covid-19 pandemic through restrictions on socializing, face-to-face interaction and online teaching were discussed within and across the identified discourses. Increasing their communicative competence in English while interacting with people of different cultural background, including English native speakers was one of most the positive aspects in students’ discussions of social media escapism.

FRAME MARKERS AND COHERENCE IN L2 ARGUMENTATIVE ESSAYS

Discourse and Interaction ◽

10.5817/di2019-2-46 ◽

2019 ◽

Vol 12 (2) ◽

pp. 46-71

Author(s):

Višnja Pavičić Takač ◽

Sanja Vakanjac Ivezić

Keyword(s):

Foreign Language ◽

Language Learners ◽

Native Speakers ◽

Academic Literacy ◽

Foreign Language Learners ◽

Language Knowledge ◽

L2 Learners ◽

Argumentative Essays ◽

The Relationship

Academic literacy includes the learners’ ability to use their language knowledge to form articulate texts. In communicative competence models this ability is subsumed under the notion of discourse competence which includes the concepts of cohesion and coherence. Starting from the premise that constructing a coherent text entails efficient use of metadiscourse (i.e. means of explicit text organisation) this study focuses on elements referring to discourse acts, text sequences or stages called frame markers, i.e. items providing framing information about elements of the discourse and functioning to sequence, label, predict and shift arguments, making the discourse clear to readers or listeners (Hyland 2005). It analyses patterns of L2 learners’ use of frame markers, compares them to English native speakers’, and explores the relationship between frame markers and coherence. The corpus includes 80 argumentative essays written by early undergraduate Croatian L2 learners of English at B2 level. The results indicate that foreign language learners’ argumentative essays are characterized by an overuse of a limited set of frame markers. Finally, implications are drawn for teaching and further research.

Communication Strategies by Indonesian EFL Learners in English Conversation Class

JURNAL ARBITRER ◽

10.25077/ar.8.1.72-81.2021 ◽

2021 ◽

Vol 8 (1) ◽

pp. 72

Author(s):

Agus Wijayanto ◽

Diyah Murti Hastuti

Keyword(s):

Language Learners ◽

English Learners ◽

Teaching And Learning ◽

Speech Act ◽

Communication Strategies ◽

Learning Activities ◽

Elementary Level ◽

Efl Learners ◽

Conversation Class

To be able to conduct smooth communication has been the focus of teaching and learning L2. Since the late 1970s, developing language learners’ communicative competence has become the center of L2 teaching. This paper is part of a study investigating how elementary-level English learners at an English course in Surakarta-Indonesia conduct English conversations. It particularly observes how they use communication strategies. The data was obtained through recording the conversations between instructors and the learners in teaching and learning activities. This study revealed that the learners frequently used stalling or time gaining when communicating their ideas or opinions. Assertive was the dominant speech act used by the learners, whereas expressive was the least. This could be because during the learning process, the learners were the ones who answered questions and expressed ideas in response to the instructors’ questions.

ANALYZING COMPLAINTS BY INDONESIAN EFL SPEAKERS

Celt A Journal of Culture English Language Teaching & Literature ◽

10.24167/celt.v14i1.57 ◽

2014 ◽

Vol 14 (1) ◽

pp. 63

Author(s):

Anna Marietta Da Silva

Keyword(s):

Language Learners ◽

English Language ◽

Native Speakers ◽

Initial Period ◽

Pragmatic Competence ◽

Language Competence ◽

Efl Learners ◽

Grammatical Competence ◽

Pragmatic Transfer ◽

Native Speakers Of English

The English language competence of an EFL learner can be reflectedin his pragmatic competence. Yet, for language learners and teachers a mastery of the pragmatic competence may unconsciously be neglected. In other words, it may not be taught in line with the grammatical competence since the initial period of learning. The article centers on two problems: (1) the similarities and differences of speech act of complaints among Indonesian EFL learners, Indonesian EFL teachers and American native speakers, and (2) the evidence of any pragmatic transfer in the complaint performance. DCT was used to gather the data, which was then analyzed using Rinnert, Nogami and Iwai?s aspects of complaining (2006). It was found that there were both differences and similarities of complaints performed by both the native and non-native speakers of English when power and social status were involved. Some evidence on pragmatic transfer was also tangible; mainly it was due to cultural differences

Compensatory strategies adopted by Chinese EFL learners in virtual exchange with native speakers

Virtual exchange: towards digital equity in internationalisation ◽

10.14705/rpnet.2021.53.1290 ◽

2021 ◽

pp. 63-71

Author(s):

Ruiling Feng ◽

Sheida Shirvani

Keyword(s):

Teaching And Learning ◽

Native Speakers ◽

Oral Communication ◽

Compensatory Strategies ◽

Efl Learners ◽

Communication Breakdown ◽

L2 Processing ◽

Chinese University ◽

Language Knowledge ◽

Different Levels

Compensatory strategies play an important role in second language (L2) processing because of limited language knowledge and ensuing anxiety and could help assure understanding and void communication breakdown. Previous studies about compensatory strategies largely adopt laboratory settings and neglect the strategies in authentic oral communication. Accordingly, the present study investigated compensatory strategies used by Chinese university students in online videoconferences with their US peers during a five-week virtual exchange project. We interviewed 27 Chinese students twice, once after the first-week videoconference, the other after the last-week videoconference. The English as a Foreign Language (EFL) learners in this study could adopt compensatory strategies of different levels. Their strategy use, however, was not flexible enough as several types of strategies were repeatedly used, while other types were rarely implemented. The virtual exchange could help the EFL learners employ compensatory strategies more often, of higher levels, and with increased immediacy. The results can help to establish more targeted English teaching and learning.

Effects of Task Repetition on Saudi EFL Learners’ Reading Comprehension

10.31235/osf.io/9hn6k ◽

2020 ◽

Author(s):

Hamza Alshenqeeti ◽

Musaad Alrahaili

Keyword(s):

Reading Comprehension ◽

Cognitive Skills ◽

Language Production ◽

Teaching And Learning ◽

English Language ◽

Analysis Data ◽

Task Repetition ◽

Efl Learners ◽

L2 Learning ◽

Recent developments in English language teaching and learning have heightened the need for the use of tasks to foster second language (L2) learning. Central to task-based interaction is the repetition of the same task. Task repetition (TR) stimulates cognitive skills for speech learning and functionality. It has been emphasised in research and practice how task repetition boosts learner processing tools by fortifying form-meaning correlations, facilitating lexicon integration, and providing practical expertise. This study aims to examine the impact of TR on reading comprehension of EFL learners, focusing on individual reading performance and group differences in familiar and recycled tasks. A total of 50 students participated in the current study. The participants were divided into two sample groups (25 male and female respondents). A quantitative research method was utilised in the data analysis. Data management and analyses were performed using IBM SPSS 24.0 (2019). Results indicated that content familiarity and TR significantly impact participants’ reading skill. In addition, this study provides insights into how teachers may utilise TR within L2 lessons to support learners’ language production. The findings observed in this study mirror those of the previous studies which have reported TR as being an effective tool for enhancing reading comprehension. The study concludes by discussing pedagogical implications on the role of TR in L2 learning within EFL contexts.