scholarly journals Verb-Noun Collocations in Written Discourse of Iranian EFL Learners

2015 ◽  
Vol 4 (4) ◽  
Keyword(s):  
Written Discourse ◽  
Efl Learners

scholarly journals A Descriptive Analysis of Disagreement Strategies: The Case of Iranian EFL Learners

2016 ◽  
Vol 8 (5) ◽  
pp. 126
Author(s):  
Atieh Farashaiyan ◽  
Paramasivam Muthusamy
Keyword(s):  
Social Power ◽  
Speech Act ◽  
Descriptive Analysis ◽  
Power Distance ◽  
Written Discourse ◽  
Efl Learners ◽  
Situational Variables ◽  
Completion Task ◽  
Contextual Understanding ◽  
Pragmatic Knowledge

<p>The purpose of this research was to describe the L2 pragmatic knowledge of Iranian EFL learners by producing the speech act of disagreement in English in different situations. One hundred and twenty Iranian EFL learners took part in this study. The required data were accumulated through a Written Discourse Completion Task (WDCT). The results showed that most participants tended to make use of more indirect strategies (44.85%) to disagree with another speaker’s statement either with higher or lower power or within different social distance.  The respondents’ most frequent strategy use refers to counterclaims with 44.8%. On the other hand, challenges with 8.8% and Irrelevancy of claims with 3.2% were respectively among the least frequent strategies used in all situations. The results showed that learners almost utilized the same strategies in different disagreement situations with the same frequency. Therefore, it indicates that they did not notice the situational variables of social power, distance and imposition to vary their choice of strategy. In other words, they did not have the contextual understanding of the mentioned factors. Therefore, the results can suggest that the learners lack sufficient pragmatic knowledge in performing the studied speech act. The implication of this study is for Iranian language instructors, materials writers and curriculum developers.  </p>

scholarly journals Pragmatic Rating of L2 Refusal: Criteria of Native and Non-native English Teachers

2014 ◽  
Vol 30 (7) ◽  
pp. 63 ◽  
Author(s):  
Minoo Alemi ◽  
Zia Tajeddin
Keyword(s):  
Teacher Assessment ◽  
Interlanguage Pragmatics ◽  
Main Criterion ◽  
Written Discourse ◽  
Efl Learners ◽  
Completion Task ◽  
Nonnative Teachers ◽  
English Speaking ◽  
Rating Criteria ◽  
Shed Light

Many studies have shed light on rater criteria for assessing the performance of language skills (e.g., Eckes, 2005). However, the interface between rater assess- ment and interlanguage pragmatics (ILP) has remained largely unnoticed. To address this interface, this study explored the ratings native (NES) and nonnative English speaking (NNES) teachers assigned to second language (L2) refusal pro- duction and the criteria they applied in their ratings. To this end, 50 NES and 50 NNES teachers participated in rating L2 refusal production of EFL learners that included responses to a 6-item written discourse completion task. The data were analyzed qualitatively and quantitatively. Qualitative analysis showed that na- tive teachers applied 11 criteria and nonnative teachers applied 6 criteria in their pragmatic ratings. Reasoning/explanation was the leading criterion in teacher assessment among native raters, whereas politeness was the main criterion for nonnative ratings. Quantitative analysis documented variation in the frequency of drawing on rating criteria and significant differences in ratings, with NNES teachers being more lenient and divergent in their ratings. The results suggest there is a gap between NES and NNES teachers in terms of rating criteria, strictness, and convergence in rating.

scholarly journals Trilinguals' Identity Synergism Through Pragmatic Skills

2020 ◽  
Vol 6 (2) ◽  
pp. 165-180
Author(s):  
Esmaeel Ali Salimi ◽  
Hadi Abedi
Keyword(s):  
Content Analysis ◽  
Speech Acts ◽  
English Language ◽  
Native Speakers ◽  
English Version ◽  
Written Discourse ◽  
Efl Learners ◽  
Pragmatic Skills ◽  
Verbal Strategies ◽  
Insight Into

Recent studies on bilingualism and pragmatics paid little attention to trilingual speakers. This investigation examined the trilinguals' identity synergism by drawing on their linguistic repertoire and discursive identity through pragmatic skills. For this purpose, twenty advanced EFL learners with Persian and Turkish as their mother tongues were homogenized through IELTS and played roles in Persian, Turkish, and English languages. For modeling, three monolingual native speakers of the English language responded to the English version of written discourse completion tests taken from the same role-plays. The data underwent content analysis to extract and codify the themes. The results revealed a synergy among the trilinguals' discursive systems when performing apology, complaint, refusal, and request speech acts. Multidirectional transfers among the trilinguals' Turkish, Persian, and English languages developed a form of English communication that was different from that of the native speakers' model. Gestures and mimes were the non-verbal strategies employed more in the trilinguals' Turkish and English languages than their Persian. This study helps researchers and teachers gain insight into identity, pragmatics, and multilingualism.

scholarly journals The Investigation of Request Strategies By EFL Learners of The International Institute of Tourism and Business Denpasar

HUMANIS ◽  
2021 ◽  
Vol 25 (2) ◽  
pp. 145
Author(s):  
Gede Eka Wahyu ◽  
Ni Putu Evi Wahyu Citrawati
Keyword(s):  
Foreign Language ◽  
Speech Acts ◽  
English Proficiency ◽  
Communicative Competence ◽  
Intermediate Level ◽  
International Institute ◽  
Written Discourse ◽  
Efl Learners ◽  
Completion Test ◽  
Request Strategies

Communicative competence has been the goal teaching of a second or foreign language. In acquiring the language, speakers of language also acquire the rules of knowledge and choose the speech acts when communicating with others. This study aimed to investigate the act of request strategies and request perspectives produced by the student of The International Institute of Tourism and Business Denpasar. There are fifty students’ involved in the study with intermediate level in their English proficiency. The data is collected with a written Discourse Completion Test (DCT) which has ten request situations. Soshana Blum Kulka and Olshtain’s (1984) theory is used to categorize the speech acts produce in analyzing data. The result of the project showed that most of the students use internal modification and the number of students external modification in their speech acts.

scholarly journals ANALYZING THE SPEECH ACT OF DISAGREEMENT PRODUCED BY IRAQI EFL LEARNERS: A GENDER STUDY

2019 ◽  
Vol 7 (2) ◽  
pp. 118-134 ◽  
Author(s):  
Mushtaq A. Sharqawi ◽  
Elizabeth M. Anthony
Keyword(s):  
Speech Act ◽  
Similar Amount ◽  
Written Discourse ◽  
Efl Learners ◽  
Current State ◽  
Dependent Variables ◽  
Independent Variable ◽  
Males And Females ◽  
Gender Based ◽  
Pragmatic Strategies

Purpose of study: This is a pragmatic study dealing with the speech act of disagreement at the production level. The aim of the study is to investigate whether gender (the independent variable) affects the production of disagreement strategies (dependent variables) used by Iraqi EFL learners. The study is meant to help educators through diagnosing the learners’ pragmatic abilities which were reported by Iraqi scholars as weak and underdeveloped. The study also intends to enrich the speech act literature which lacks gender consideration in the Iraqi context. Methodology: The study is limited to the analysis of the pragmatic strategies of disagreement within the theory of speech act in relation to gender. The study adopts a descriptive quantitative approach usinga written discourse completion task (WDCT) as a tool for collecting data. The tool consists of 10 open-ended situations to elicit data from80fourth-yearIraqi English as a foreign language (EFL) learners who equally were split into 40 males and 40 females. The study utilized MS Excel 2016 for statistical analysis of directness strategies with their dependent explicitness strategies. Results: It is revealedthat both males and females employ the similar amount of explicit disagreement strategies but as far as the indirect strategies are concerned,females significantly use more indirect disagreement strategies than their male counterparts. Novelty/Originality: The current studyis gender-based deals with the speech act of disagreement at the directness and explicitness levels at the Iraqi EFL learners context. Itreveals the leaners’ current state of affair in terms of their pragmatic ability inthe production of disagreements. It acts as a call for educators and syllabus designers to consider the teachability of the indirectaspect inherent in the act under study.

What’s Beyond the Language of Apology? A Case Study

2019 ◽  
Vol 11 (3) ◽  
pp. 43
Author(s):  
Ala’ Al-Qtaishat
Keyword(s):  
Native Speakers ◽  
Mother Tongue ◽  
Sole Source ◽  
Point Of View ◽  
Written Discourse ◽  
Jordanian Arabic ◽  
Efl Learners ◽  
Linguistic Patterns ◽  
Completion Test ◽  
The Impact

This study investigates the realization of the speech act of apology. It seeks to analyze the linguistic patterns used to represent apology from a pragmalinguistic point of view. It aims at presenting an actual insight on the impact of gender and social practices on performing different apology strategies through providing empirical evidence on the impact of the mother tongue on acquiring apology competence by EFL learners. The study made use of the written Discourse Completion Test (DCT) including 20 scenarios administrated to three groups of respondents of both genders: 100 native speakers of Jordanian Arabic, 100 Jordanian EFL learners, and 50 native speakers of American English. The findings revealed that gender has influenced the use of different apology strategies between the males and females of each group. It was also indicated that the sociocultural practices have played a big role in the socio-linguistic realization of apology. This impact was more pronounced throughout the different preference to the use of apology strategies among the three groups. In addition, it was found that there are interlingual hypotheses concerning the foreign language pragmatics prompting the EFL learners to deviate from the native language and English norms of apology. Thus, it was concluded that the mother tongue influence is not the sole source of pragmatic deviations from the second language norms; this influence cannot be described as negative transfer but a creative process done by EFL Learners to master English.

scholarly journals PRAGMATIC COMPETENCE OF THE YEMENI EFL LEARNERS

2021 ◽  
Vol 5 (3) ◽  
Author(s):  
Ahmed Qasem H. Al-Khadhmi ◽  
Mirza M. B. ◽  
Abdullah Ali Al-Eryani
Keyword(s):  
Speech Act ◽  
Native Speakers ◽  
Analytic Approach ◽  
Pragmatic Competence ◽  
Written Discourse ◽  
Efl Learners ◽  
Completion Task ◽  
Native Speakers Of English ◽  
Refusal Strategies ◽  
Loading Scheme

<p>The present study aimed at investigating the pragmatic competence of the Yemeni Non-Native Speakers of English (YNNSs) through examining their performance in the speech act of refusals. The study followed the qualitative comparative analytic approach. For the purpose of attaining the required data for this study, forty (YNNSs) and forty American Native Speakers (ANSs) of English were involved. The questionnaire used for collecting data from the participants was a written Discourse Completion Task (DCT), which was developed by Beebe et el. (1990), employed for collecting the data related to the use of refusal strategies by the two groups of participants in English. The data collected from DCT was analyzed by using a loading scheme adapted from Beebe et al. (1990). This study revealed that the Yemeni NNSs were not pragmatically competent enough in English. In spite of the similarity between the two groups in their use of refusal strategies, the differences between them were more apparent. The total number of strategies used by the American NSs was almost double those used by the Yemeni NNSs in all refusal situations. This study recommends that instructors should design contextualized, task-based, oral activities and integrating the intercultural aspects of language into ELT textbooks. </p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0895/a.php" alt="Hit counter" /></p>

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