8. Effects on Pragmatic Development Through Awareness-raising Instruction: Refusals by Japanese EFL Learners

2008 ◽  
pp. 153-177 ◽  
Author(s):  
Sachiko Kondo
Keyword(s):  
Pragmatic Development ◽  
Efl Learners ◽  
Awareness Raising

scholarly journals Exploring the Potential of Explicit/Implicit Teaching through Plays for EFL Learners’ Pragmatic Development

2018 ◽  
Vol 15 (4) ◽  
pp. 1065-1082
Author(s):  
S. Mohammad Baqerzadeh Hosseini ◽  
◽  
Mahmood Safari
Keyword(s):  
Pragmatic Development ◽  
Efl Learners

scholarly journals Shadowing English suprasegmentals for developing EFL learners' listening comprehension and speech intelligibility

2021 ◽  
Author(s):  
Ayman Elesery
Keyword(s):  
Speech Intelligibility ◽  
Listening Comprehension ◽  
English Language ◽  
Native Speakers ◽  
Efl Learners ◽  
Self Perceptions ◽  
Systematic Pattern ◽  
Awareness Raising ◽  
Intensive Course ◽  
Listening And Speaking

<p>The study reports on a group of EFL learners studying listening and speaking intensive course at Qassim University, KSA. The study reports on engaging the sample of the study in awareness-raising and practicing suprasegmentals of the English language. For achieving the objectives of the study and raising the participants’ self-perceptions and efficacy in listening comprehension, and speech intelligibility a shadowing technique was implemented. The shadowing cycle is a comprehensive one built upon cognitive and technical norms. Results of the study showed a systematic pattern of participants and endorsement for native speakers, improvement in their perceptions of suprasegmentals, and listening comprehension as well. Furthermore, results revealed the participants’ familiarity with suprasegmentals and their ability to implement them in their oracy.</p>

scholarly journals A Developmental-Longitudinal Study of Request External Modifiers in Authentic and Elicited Data

2019 ◽  
Vol 58 (1) ◽  
pp. 97-120
Author(s):  
Asst. Prof. Dr. Shurooq Abboodi Ali
Keyword(s):  
Longitudinal Study ◽  
Pragmatic Development ◽  
Efl Learners ◽  
Completion Test ◽  
Authentic Data

This developmental-longitudinal study aims to investigate the pragmatic development of Iraqi EFL learners in the use of external modifications of request over four years of study in authentic and elicited data. The authentic data is natural requests of Viber and WhatsApp while the elicited data is discourse completion test (DCT). The researcher has collected 202 authentic messages and 192 elicited messages from 24 learners. The external modifications are coded based on Blum-Kulka, House and Kasper’s (1989) and Economidou-Kogetsidis’s (2011) taxonomy of external devices. The results unveil that there is an evidence of pragmatic development in the learners’ use of external devices in the two types of data. Yet, the use of these devices increases with increased study years particularly when these learners produce their natural requests. Besides, this study reveals that the authentic data includes authentic results occur in real context whereby natural and spontaneous utterances are produced. Hence, the elicited data must be used in addition to other types of research instruments to arrive at valid results because it does not accurately uncover the learners’ real development

“It’s of no value compared to your value”

2021 ◽  
Vol 12 (2) ◽  
Author(s):  
Soodeh Saadati ◽  
Gülşen Musayeva Vefalı
Keyword(s):  
Language Learners ◽  
No Value ◽  
Native Speakers ◽  
Intermediate Level ◽  
Small Scale ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
British English ◽  
Pragmatic Development ◽  
Efl Learners

Abstract In the present study, we attempt to develop EFL learners’ metapragmatic awareness of English compliments, which still remains an under-researched issue. Initially, we conducted a cross-sectional survey with intermediate-level Iranian EFL learners, Persian and British English native speakers. Although the analysis of the language learners’ realization of compliments and responses to compliments seemed to indicate that their pragmatic development was overall adequate, it also suggested the influence of the native socio-pragmatic schema on their pragmatic performance. We therefore undertook a pragmatic instruction aimed at developing the EFL learners’ metapragmatic awareness of complimenting. The results suggested that through discussion, analysis, small-scale research, and reflections on the native and target pragmalinguistic and socio-pragmatic complimenting conventions the learners were developing metapragmatic awareness. Finally, we make recommendations for more effective pragmatic teaching in EFL contexts.

scholarly journals Effect of Explicit Spoken Grammar Instruction on Raising Pre-Intermediate Iranian EFL Learners’ Competence

2017 ◽  
Vol 3 (1) ◽  
pp. 71
Author(s):  
Bahram Mowlaie ◽  
Mona Mirzaei
Keyword(s):  
Native Speaker ◽  
Explicit Instruction ◽  
Language Teachers ◽  
Grammar Instruction ◽  
Efl Learners ◽  
Efl Context ◽  
Educational Implications ◽  
Group A ◽  
Awareness Raising ◽  
Experimental Group

The present study aimed at investigating the effect of explicit instruction of four main spoken grammar features of heads, tails, progressive past tense, and ellipsis on raising EFL learners’ awareness of them. The main impetus came from the fact that these features are usually ignored in ELT textbooks because nearly all grammatical points are restricted to written grammar. To this end, 23 female EFL learners in pre-intermediate level whose homogeneity was confirmed using KET test, were assigned to an experimental group. A pretest was conducted to determine their current level awareness of the spoken features aforementioned. A posttest was administered after 10 sessions of awareness-raising oriented instruction. The data analysis showed that it is both possible and potentially desirable to apply explicit instruction to raise learners’ awareness of aspects of native speaker spoken grammar to EFL learners. The study can have educational implications for language teachers and learners in EFL context.

scholarly journals Spanish L1 EFL learners’ recognition knowledge of English academic vocabulary: The role of cognateness, word frequency and length

2019 ◽  
Vol 0 (0) ◽  
Author(s):  
Raquel Perez Urdaniz ◽  
Sophia Skoufaki
Keyword(s):  
Academic Success ◽  
Word Frequency ◽  
First Language ◽  
Final Analysis ◽  
Vocabulary Knowledge ◽  
Outcome Variable ◽  
Academic Vocabulary ◽  
Efl Learners ◽  
Awareness Raising

AbstractAcademic vocabulary knowledge predicts students’ academic achievement across educational levels. English academic vocabulary knowledge is especially valuable because English is used in academia worldwide. Therefore, examining the factors that can predict English academic vocabulary knowledge can inform pedagogy, thus indirectly boosting students’ chances of academic success around the world. This study examines the extent to which cognateness, word frequency and length predict the ability of English as a Foreign Language (EFL) learners who have Spanish as their first language (L1) to recognise written English academic words. 38 Spanish L1 university students’ recognition knowledge of English cognates was measured via a Yes/No test containing words sampled from the most frequent 1,000 lemmas of the Academic Vocabulary List (Gardner and Davies 2014). 34 participants’ data were retained in the final analysis, a multiple regression with item facility (IF) as the outcome variable and word frequency, cognateness and word length as predictors. Most of the IF variance is explained by word frequency, followed by cognateness and finally a frequency by cognateness interaction whereby word frequency is more predictive of IF for non-cognates than cognates. These findings indicate that academic cognate-word awareness raising activities can be worthwhile. Implications for research and pedagogy are discussed.

scholarly journals The Impact of Raising Awareness of the Speech Act On Speaking Ability across Gender and Proficiency Level

HOW ◽  
2020 ◽  
Vol 27 (2) ◽  
pp. 93-111
Author(s):  
Kobra Ghayebi ◽  
Parisa Farrokh
Keyword(s):  
Speech Acts ◽  
Speech Act ◽  
Traditional Teaching ◽  
Control Groups ◽  
Efl Learners ◽  
Proficiency Level ◽  
Raising Awareness ◽  
Awareness Raising ◽  
Males And Females ◽  
The Impact

The present study intended to investigate the possible effects of speech acts strategies on Iranian beginner and intermediate EFL learners’ speaking ability. The first step in conducting this research was the administration of QPT as the homogenizing tool. It was administered to 180 beginners and intermediate EFL learners. After analyzing the results, 80 males and females as starters and 80 males and females as intermediate subjects were chosen. Then, the beginner and intermediate EFL learners were randomly divided into control and experimental groups (including 40 beginner male and 40 female EFL learners in each class). Next, a pretest of speaking was administered to all the participants and the experimental groups received speech act role play as treatment. However, the researcher did not use any treatment of speech acts in control groups. After ten sessions, the posttest was administered to all participants. The findings suggested that awareness raising on speech acts resulted in a better speaking ability as compared to the simply traditional teaching of speaking for Iranian intermediate and beginner EFL learners. Additionally, intermediate EFL learners’ achievement in speaking was not in line with the beginner EFL learners’ achievement in the corresponding group. Finally, it was found that gender does not interact with awareness raising on speech acts in such a way as to produce a statistically significant effect on the beginner and intermediate EFL learners’ speaking ability.

Sign in / Sign up

Export Citation Format

Share Document