scholarly journals Persuasive Strategies of Saudi EFL Learners

2022 ◽  
Vol 22 (1) ◽  
Keyword(s):  
Foreign Language ◽  
Speech Acts ◽  
Rating Scale ◽  
Speech Act ◽  
Real Life ◽  
Future Research ◽  
Chi Square ◽  
Efl Learners ◽  
Learning And Teaching ◽  
Persuasive Strategies

The aim of this study is to investigate the speech act of persuasion used by Saudis learning English as a foreign language (EFL). Moreover, we seek to explore the differences between genders in the use of these strategies. The participants are 50 males and 50 females at level 7 of their bachelor’s degree in English. Data are collected using the Discourse Completion Test (DCT) method, which contains six scenarios similar to real-life situations. Data are analysed quantitatively using the Cross-Cultural Speech Act Realization Project nine-point rating scale, Statistical Package for the Social Sciences, and Chi-square. The results of the DCT reveal that Saudi EFL learners use more direct strategies in English, namely hedge performatives and performatives. In addition, males are shown to be more inclined to use direct persuasive strategies compared to females. This research will benefit language learners, teachers, and researchers, as it highlights linguistic aspects of the speech act of persuasion that should be considered when learning and teaching a foreign language. The implications of this study inspire future research into different aspects of speech acts.

scholarly journals Promoting pragmatic awareness of Indonesian English as Foreign Language (EFL) learners through teaching speech acts of oral and written complaints

2019 ◽  
Vol 8 (1) ◽  
Author(s):  
Waliyadin Nuridin
Keyword(s):  
Foreign Language ◽  
Speech Acts ◽  
Teaching Practices ◽  
Speech Act ◽  
Discourse Processing ◽  
Pragmatic Competence ◽  
Efl Learners ◽  
English As Foreign Language ◽  
Pragmatic Awareness ◽  
Processing Framework

<p>The lack of pragmatic competence could result in unexpected effects on the speakers; for example, the speakers are considered as rude and aggressive people. Accordingly, developing pragmatic competence for EFL learners should be a great concern. This article is aimed to fill in the needs of pragmatic teaching by providing examples of teaching practices that have successfully developed learners’ pragmatic competence. There are two tasks that have been designed and implemented by drawing on discourse processing framework proposed by Celce-Murcia and Olshtain (2000) to achieve the production of both written and spoken discourses. The first task is on speaking, particularly on the speech act of oral complaints. The second task is on writing a letter of complaint. This article suggests that developing pragmatic awareness through the speech act of oral and written complaints is effective.<strong></strong></p>

scholarly journals Socio-pragmatic Deficiency in E.Requests

2018 ◽  
Vol 10 (3) ◽  
pp. 26
Author(s):  
Shurooq Abboodi Ali
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Speech Act ◽  
Real Life ◽  
Efl Learners ◽  
Qualitative And Quantitative ◽  
Foreign Language Learners ◽  
Quantitative Analyses ◽  
Authentic Data ◽  
E Mail

<p>The speech act of request is face-threatening by nature and an inappropriate request can cause offence to the hearer, particularly when s/he has higher authority (Economidou-Kogetsidis, 2011). E-mail is frequently used to facilitate communication between student and professor in Iraq. Iraqi EFL (English as a foreign language) learners face pragmatic difficulty in making proper requests to individuals of higher authority via e-mail. Some studies have been conducted on Arab EFL learners to uncover the pragmatic behaviour of these learners in real-life requests using elicited data. This research fills a gap in Inter-language Pragmatics (ILP) literature in that it investigates the use of academic request in three diverse imposition levels (low, medium, and high) by Iraqi EFL learners when they communicate with their professors via e-mail. This study uses authentic data consists of 200 e-mails related to academic requests sent by Iraqi EFL learners to their professors. Besides, the study uses the CCSARP (cross-cultural speech act realisation project) originally proposed by Blum-Kulka, House, and Kasper (1989) and modified later by Biesenbach-Lucas (2007). Qualitative and quantitative analyses are used to analyse the data. The findings reveal that Iraqi EFL learners primarily use direct strategy in all types of request impositions by e-mail. These learners have socio-pragmatic deficiency in high imposition requests; that is, they are mainly direct with their professors in requests call for conventional indirectness to be acceptable pragmatically.</p>

scholarly journals The effect of social class on Persian EFL learners’ pragmatic performance of Speech act of compliment responses

2015 ◽  
Vol 5 (2) ◽  
pp. 157
Author(s):  
Saman Ebadi ◽  
Farkhondeh Pursiah
Keyword(s):  
Social Class ◽  
Language Learning ◽  
Language Learners ◽  
Speech Acts ◽  
Speech Act ◽  
Real Life ◽  
Social Psychological ◽  
Efl Learners ◽  
The Social ◽  
Compliment Responses

This study attempts to investigate how the participants’ social class affects types and frequency of EFL language learners’ compliment responses (CR).Data were collected from 60 Persian EFL Learners by using a DCT on various real life situations. The data were categorized and analyzed based onthe adapted version of CR categorization developed by Herbert (1989).The results indicated that both high and middle social class followed very similar patterns of CR.  The CR pattern doesnot seem to fluctuate according to the social class of the participants.The discrepancy in the strategies utilized by the participants in this study between the data achieved from the Persian and English questionnaires does not support L1 pragmalinguistic transfer in CR patterns for the middle social class participants.The findings of the research contribute to social, psychological and linguistic aspects of language learning in terms of examining the effect ofinteracting factors on the process of language learning in general and pragmatics in particular. Keywords: social class, compliment, compliment response, speech acts.

scholarly journals Saudi EFL Students’ Production of Conventional Expressions in Second Language Pragmatics

2021 ◽  
Vol 10 (4) ◽  
pp. 260-274
Author(s):  
Afnan Almegren
Keyword(s):  
Speech Acts ◽  
First Language ◽  
Real Life ◽  
Native English Speakers ◽  
English Speakers ◽  
Future Research ◽  
Efl Learners ◽  
Linguistic Differences ◽  
The Status ◽  
Efl Students

This study compared and explored the differences and similarities in the production of conventional expressions between native English speakers and non-native English speakers represented by the Saudi EFL learners. It also examined the pragma-linguistic differences in the production of conventional expressions. Forty-seven native English speakers and forty-seven non-native English speakers participated in this study. The questionnaire consisted of nineteen scenarios representing different speech acts. Students were requested to reply to these scenarios as if they were real-life situations. The findings established that almost half of the comparisons between Saudi EFL learners and native English speakers presented similarities in the production of conventional expressions. However, there were some pragma-linguistic differences between the native English speakers and some of the Saudi EFL learners, such as misunderstandings due to the misuse of expected expressions, verbosity, the use of expressions that formal speakers considered rude, and transferred from their first language. These findings provide an empirical vision to the status of Saudi EFL learners conventional expressions. Future research could investigate conventional EFL expressions locally and globally.

scholarly journals Metacognitive Instruction for Sustainable Learning: Learners’ Perceptions of Task Difficulty and Use of Metacognitive Strategies in Completing Integrated Speaking Tasks

2021 ◽  
Vol 13 (11) ◽  
pp. 6275
Author(s):  
Weiwei Zhang ◽  
Donglan Zhang ◽  
Lawrence Jun Zhang
Keyword(s):  
Foreign Language ◽  
Repeated Measures ◽  
Task Difficulty ◽  
Rating Scale ◽  
Empirical Support ◽  
Metacognitive Strategies ◽  
Production Model ◽  
High Stakes ◽  
Efl Learners ◽  
Metacognitive Instruction

This mixed-methods study investigated English-as-a-foreign-language (EFL) learners’ perceptions of task difficulty and their use of metacognitive strategies in completing integrated speaking tasks as empirical evidence for the effects of metacognitive instruction. A total of 130 university students were invited to complete four integrated speaking tasks and answer a metacognitive strategy inventory and a self-rating scale. A sub-sample of eight students participated in the subsequent interviews. One-way repeated measures MANOVA and structure coding with content analysis led to two main findings: (a) EFL learners’ use of metacognitive strategies, in particular, problem-solving, was considerably affected by their perceptions of task difficulty in completing the integrated speaking tasks; (b) EFL learners were not active users of metacognitive strategies in performing these tasks. These findings not only support the necessity of taking into account learners’ perceptions of task difficulty in designing lesson plans for metacognitive instruction, but also support a metacognitive instruction model. In addition, the findings provide empirical support for the utility of Kormos’ Bilingual Speech Production Model. As the integrated speaking tasks came from a high-stakes test, these findings also offer validity evidence for test development in language assessment to ascertain sustainable EFL learning for nurturing learner autonomy as an ultimate goal.

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 Cross-Sectional Study of Refusal Speech Act Used by Iraqi Undergraduate Students

2020 ◽  
Vol 3 (1) ◽  
pp. 166-173
Author(s):  
Hutheifa Y. Turki ◽  
Juma’a Q. Hussein ◽  
Ahmed A. Al-Kubaisy
Keyword(s):  
Undergraduate Students ◽  
Speech Acts ◽  
Speech Act ◽  
Cross Sectional Study ◽  
Target Language ◽  
Cross Sectional ◽  
Efl Learners ◽  
Proficiency Level ◽  
Arabic And English ◽  
Refusal Strategies

This paper is conducted to investigate how Iraqi EFL learners refuse different speech acts across different proficiency levels. It aims to examine the most appropriate strategies used by 2nd year students of English as compared to those of 4th year when refusing their interlocutors' invitation, suggestion, and offer. WDCT questionnaire was used to collect data from 40 Iraqi undergraduate students of English: 20 2nd year and 20 4th year. Adopting Beebe et al.'s (1990) theory of refusal, data collected was analyzed quantitatively using statistical analysis. The findings revealed that the 2nd year students of English were more frequent in using direct refusals than their 4th year counterparts. This means the latter were more aware of using refusals politely than the former. On the other hand, the findings showed that 4th year students more frequent in their use of indirect refusal strategies that the 2nd year students. This indicates that the EFL learners of low proficiency level might not bridge the gap between the pragmalinguistic strategies and the grammatical form of the target language. This means that they were not pragmatically competent of the use of the appropriate pragmalinguistic strategies. This implies that the 2nd year students need to pay more attention to pragmatics and use their refusal strategies appropriately. Thus, the paper recommends conducting further research on the use of refusal speech act in Arabic and English.

scholarly journals A Study on the Use of Speech Acts: A Review of Selected Paper

2019 ◽  
Vol 1 (2) ◽  
pp. 17-22
Author(s):  
Nofita Sari Gowasa ◽  
Sonia Permata Radiana ◽  
Nur Afifah
Keyword(s):  
Foreign Language ◽  
Prospective Teachers ◽  
Speech Acts ◽  
Speech Act ◽  
Descriptive Analysis ◽  
Data Content ◽  
Action Strategies ◽  
Using Data ◽  
Faculty Of Education ◽  
Turkish Language

This article is a review of the theory of speech act by Searle & Austin (1962). Describe what the action strategies used in the language themselves are speaking and what speech acts are used by a group of prospective teachers while apologizing, complaining, rejecting and giving thanks. Focusing on the paper written by Akdeniz University, Faculty of Education Nihat Bayat, titled ‘A study on the use of speech acts.’ This present paper uses descriptive qualitative analysis in an attempt to address the gap how to determine what type of speech act is used in the Turkish language strategy, which will provide convenience in teaching Turkish as a native and foreign language. Look at using data content analysis obtained from descriptive analysis for deeper processes. The data in this study were collected through asking participants to write the structure of the language they used in apologizing, complaining, rejecting and thanking. This present article aims to review and discuss the findings, as well as the strengths and weaknesses found in Nihat's paper. The article See made seems to have a clear flow on how to explain these two types of education and made the discourse easy to understand. Therefore, the replication of Nihat's research should be easy enough for similar research purposes.

Analysis of appropriateness in a speech act of request in L2 English

Pragmatics ◽  
2006 ◽  
Vol 16 (4) ◽  
pp. 513-533 ◽  
Author(s):  
Naoko Taguchi
Keyword(s):  
College Students ◽  
Speech Acts ◽  
Rating Scale ◽  
Speech Act ◽  
Role Play ◽  
L2 Proficiency ◽  
Point Scale ◽  
Proficiency Levels ◽  
Role Play Task

Fifty-nine Japanese college students of English at two different proficiency levels were evaluated for their ability to produce a speech act of request in a spoken role play task. Learners’ production was analyzed quantitatively by rating performance on a six-point scale for overall appropriateness, as well as qualitatively by identifying the directness levels of the linguistic expressions used to produce requests. Results revealed a significant L2 proficiency influence on overall appropriateness, but only a marginal difference in the types of linguistic expressions used between the two proficiency groups. Moreover, grammatical and discourse control encoded in the rating scale seemed to have affected the quality of speech acts.

How Can EFL Teachers Help EFL Learners Improve Their English Pronunciation?

2016 ◽  
Vol 7 (5) ◽  
pp. 967 ◽  
Author(s):  
Abbas Pourhosein Gilakjani ◽  
Narjes Banou Sabouri
Keyword(s):  
Foreign Language ◽  
Social Interactions ◽  
Teaching And Learning ◽  
Vital Role ◽  
Efl Learners ◽  
Learning And Teaching ◽  
Self Confidence ◽  
Efl Teachers ◽  
English Pronunciation ◽  
And Performance

One of the important parts of foreign language teaching and learning is English pronunciation because it impacts learners' communicative competence and performance. Lack of pronunciation skills reduces learners’ self-confidence and limit their social interactions. EFL teachers can help their learners obtain the necessary skills of pronunciation they need for effective communication. In this paper, the researchers define the term pronunciation, explain the importance of pronunciation, declare the goals of English pronunciation, state the aspects of English pronunciation, elaborate the reason of integrating pronunciation in EFL classes, express techniques for teaching English pronunciation, and mention implications for the learning and teaching of English pronunciation. The review of literature indicates that EFL teachers play a vital role in improving the learners’ pronunciation skill.

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