scholarly journals The Importance of the Request Strategies in the Iraqi EFL Classroom

2019 ◽  
Vol 8 (2) ◽  
pp. 8
Author(s):  
Nadhim Obaid Hussein ◽  
Intan Safinas Mohd Ariff Albakri
Keyword(s):  
English Learners ◽  
Speech Acts ◽  
Pragmatic Competence ◽  
Teaching English ◽  
Efl Learners ◽  
Social Communications ◽  
Awareness Raising ◽  
Request Strategies ◽  
Traditional Approaches ◽  
English Students

This paper explained English students’ pragmatics development, students’ pragmatics competence in chosen speech acts, request strategies that they used in gaining pragmatic ability. The paper was presented by a public syllabus lead that prioritizes the need for English learners to improve their ability to utilize request strategies successfully in academic and social communications. The study aimed to explain the significance of request strategies on developing EFL learners’ usage of the request in the classroom. Additionally, Many English learners fail to present pragmatic ability on how to understand request strategies by relating utterances to their meanings, knowing the intention of language users, and how request strategies are utilized in specific settings. There is growing material of researches on awareness-raising of the value of pragmatic competence and request strategies for EFL schoolroom teaching. However, researchers have pointed to concentrate on the traditional approaches rather than how English learners require or understand request strategies to develop the learners’ production of the request in the EFL schoolroom. Therefore, depending on the successful findings of previous studies, the study focused on the importance of strategies on developing students’ usage of the request. The request strategies and approaches of teaching English to these Iraqi students have been discussed in details of the current paper.

scholarly journals An Explicit/Implicit Lead to Producing Requests: Eliciting Learners’ Awareness or Soliciting Metapragmatic Knowledge

2016 ◽  
Vol 6 (1) ◽  
pp. 115
Author(s):  
Nasim Ariana ◽  
Masoumeh Ahmadi Shirazi ◽  
Seyed Mohammad Mousavi Nadoushani
Keyword(s):  
Speech Acts ◽  
Pragmatic Competence ◽  
Implicit Affect ◽  
Direct Awareness ◽  
Awareness Raising ◽  
Request Strategies ◽  
Pragmatic Instruction

This study attempted to investigate the extent to which two types of pragmatic instruction -explicit versus implicit- affect learners’ knowledge in terms of their awareness and production of request strategies. Thirty students with the same level of proficiency were divided into two groups (explicit and implicit). They were exposed to listening excerpts taken from the book Tactics for Listening, with the focus on request making strategies. While the explicit group was equipped with direct awareness-raising tasks and written metapragmatic explanations on the use of appropriate requests, the implicit group was provided with a set of implicit awareness-raising tasks. Outcomes of the study demonstrate that pragmatic instruction of requesting improved learners’ awareness of both groups. Also an improvement of learners’ production of requests did take place in both groups after the interventional period. However, the explicit group outperformed the implicit one as far as production of request making was concerned.Keywords: Pragmatic competence, Speech acts, Requests, Explicit/Implicit pragmatic instruction

scholarly journals Keeping it Real: Vietnamese-English Pragmatic Representations in EFL Textbook

2020 ◽  
Vol 2 (1) ◽  
pp. 1-20
Author(s):  
Thi Mai Thi Tran ◽  
Aiden Yeh
Keyword(s):  
English Learners ◽  
Speech Acts ◽  
Real Life ◽  
Pragmatic Competence ◽  
Cultural Perspective ◽  
Efl Learners ◽  
Pragmatic Information ◽  
Linguistic Patterns ◽  
Social Encounters ◽  
English Textbooks

For non-native English learners to successfully manage authentic intercultural and international communication, their pragmatic competence should be considered as fundamental as their linguistic capacity (Bachman, 1990). As the foundation for developing language skills, English textbooks provide EFL learners with preliminary exposure to real-life situated pragmatic interactions. However, there is limited empirical research on the authenticity and appropriateness of the pragmatic representations in Vietnamese EFL textbooks at present. To fill in the gap, this paper provides a content analysis designed to quantitatively and qualitatively investigate a cross-culturally written textbook used for secondary EFL learners in Vietnamese context. It aimed to examine (1) types and distribution of speech acts the textbook covered, (2) meta-pragmatic information accompanying the linguistic realizations of those speech acts, and (3) appropriateness and authenticity of such pragmatic representations in relation to Vietnamese social context. The results revealed a variety of speech acts introduced in the contents but also highlighted their problematic distribution and sequence. Despite their occurrences, the linguistic patterns to achieve the speech acts were limited and accompanied by decontextualized and oversimplified meta-pragmatic information. From a Vietnamese cultural perspective, the attempts to reflect Vietnamese conventions of daily communication were spotted but the inappropriateness of the linguistic choices in the real social interactions was also indisputable. Therefore, some pedagogical implications were suggested to further improve the EFL textbook, reflecting the authentic social encounters rather than disseminating the textbook writers’ prescribed fictitious responses.

The Effect of Using Video Games on EFL Learners' Acquisition of Speech Acts of Apology and Request

2016 ◽  
Vol 6 (5) ◽  
pp. 1019 ◽  
Author(s):  
Mahshid Shirazi ◽  
Seyyed Dariush Ahmadi ◽  
Ali Gholami Mehrdad
Keyword(s):  
Video Games ◽  
Video Game ◽  
Speech Acts ◽  
Pragmatic Competence ◽  
Placement Test ◽  
Efl Learners ◽  
Post Test ◽  
Competence Test

This article presents a discussion about the inclusion of video game based pragmatic competence instruction as a facilitative tool to develop interlanguage pragmatic competence of Iranian EFL learners' acquisition of speech acts of apology and request. The question this article is intended to answer includes: whether using video game as a facilitative tool for developing interlanguage pragmatic competence have any effect on EFL learners’ acquisition of speech acts of apology and request or not. To answer this question, 40 Iranian intermediate EFL learners were selected via administering the Oxford Placement Test (OPT). Following the Jianda Liu pragmatic competence test (2004) that made test of apology and request speech acts were administered as the pre-test before the targeted speech acts were instructed to them for 8 sessions. The post-test of apology and request speech acts were then administered and data were analyzed via calculating ANCOVA and Mann-Whitney U test. The results indicated that the video game-based instructed EFL classroom showed positive progress in acquisition of apology and request speech acts.

scholarly journals INVESTIGATING AGE–BASED COMPLIMENTS IN PERSIAN

2016 ◽  
Vol 4 (2) ◽  
pp. 275
Author(s):  
Vahid Shahidi Pour ◽  
Gholam Reza Zarei
Keyword(s):  
Speech Acts ◽  
Native Speakers ◽  
Age Groups ◽  
Pragmatic Competence ◽  
Social Variables ◽  
Factors Affecting ◽  
Completion Task ◽  
Request Strategies ◽  
Effect Of Age ◽  
Future Reference

The present study was an attempt to investigate differences in the use of compliments in Persian across age as a social variable. Data was gathered through a Discourse Completion Task (DCT) with imaginary situations in which 200 native Persian speakers were asked to put themselves in those situations and give compliments. The results indicated that the most frequently used compliment strategies by Persian native speakers were explicit unbound semantic formula and non-compliment strategies. However, the participants used 'other' strategies, future reference, contrast, and request strategies the least. The results also suggested the effect of age on the distribution of compliments. While the younger participants preferred non-compliment strategies the most, the older participants preferred explicit unbound semantic formula strategies the most. However, despite minor differences, all age-groups rarely tended to use future reference, contrast, request, and 'other' strategies. The results cashed light on the cultural and socio-cultural factors affecting the way people offer compliments.Keywords: Pragmatic competence, Speech acts, Compliments, Discourse Completion Task (DCT), Social variables

scholarly journals Speech Acts across Cultures: A Comparative Study of Chinese and Pakistani Students’ Request and Politeness Strategies

sjesr ◽  
2021 ◽  
Vol 4 (2) ◽  
pp. 1-12
Author(s):  
Amina Shahzadi ◽  
Abdul Ghaffar Bhatti ◽  
Munir Khan
Keyword(s):  
Comparative Study ◽  
Social Distance ◽  
Speech Acts ◽  
Speech Act ◽  
Chinese Students ◽  
Theoretical Framework ◽  
Efl Learners ◽  
Politeness Strategies ◽  
Request Strategies ◽  
Esl Learners

The examines are the different request strategies in English used by Pakistani and Chinese students according to social distance and power of interlocutors. Data comprises students from Pakistan and China enrolled in an undergraduate program at International Islamic University Islamabad, Pakistan. Blum-Kulka, House, and Kasper's (1989) taxonomy of request strategies is taken as a theoretical framework to compare the request speech act patterns of Pakistani and Chinese students. This study analyzed the request speech act in terms of head act strategies used by participants. Blum-Kulka et al. (1989) categorized the request speech act into three request strategies i.e. direct, conventionally indirect, and non-conventional indirect strategies. The study identifies similarities between Pakistani ESL learners and Chinese EFL learners in making use of mood derivable as the preferred strategies for making requests in situations of different social distance, power, and familiarity between the interlocutors.

scholarly journals The Relationship between Critical Thinking and EFL Learners’ Speaking Ability

2016 ◽  
Vol 9 (6) ◽  
pp. 189
Author(s):  
Raana Ramezani ◽  
Ebrahim Ezzati Larsari ◽  
Mohammad Aghajanzadeh Kiasi
Keyword(s):  
Critical Thinking ◽  
English Learners ◽  
Research Question ◽  
Efl Learners ◽  
Speaking Test ◽  
Multiple Choice Item ◽  
Efl Students ◽  
Critical Thinker ◽  
English Students ◽  
The Relationship

<p>The current study sought to investigate the relationship between critical thinking and speaking ability among EFL students at Payame Noor University (PNU) of Rasht. This research concerned determining the fact that whether language students who are as critical thinker, perform better in their speaking ability or not. In order to answer the research question and test the hypothesis, 100 PNU English students were selected by applying IELTS speaking test as the samples of this study. Then in order to figure out critical and uncritical learners, Lauren Starkey Critical Thinking Test including 30-multiple choice item was administered to the participants. After that, based on the obtained data and due to lack of normal distribution, Spearman non-parametric correlation was employed. The findings of the current study revealed a significant correlation coefficient among these two major variables. In fact, those English learners who were recognized as critical thinkers performed better in their speaking.</p>

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 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.

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 Chinese EFL Learners’ Cross-cultural Pragmatic Competence: The Appropriateness of Request

2021 ◽  
Vol 4 (5) ◽  
pp. 20-41
Author(s):  
Joyce Yeboah
Keyword(s):  
Second Language ◽  
Cross Cultural ◽  
Pragmatic Competence ◽  
Contributing Factors ◽  
Postgraduate Students ◽  
Efl Learners ◽  
Chinese Learners ◽  
Completion Test ◽  
Request Strategies ◽  
Analyse Data

The speech act of requesting has attracted a lot of attention in recent research.  Previous studies reveal that conventionally indirect request strategies are commonly used by second language (L2) learners. This study is relevant because the findings would improve the requests strategies and its responses between Chinese EFL learners and foreigners. The study also examines the role of cross-cultural pragmatic competence in Chinese students in learning English as a Foreign Language (EFL) by considering the appropriateness of requests. It aims to find out the effects of knowledge of L1 culture on L2 pragmatic competence and how requests and its responses would contribute to pragmatic failure. The researcher used both quantitative and qualitative approach to analyse data. The data were collected through a discourse completion test (DCT) from 72 undergraduates and postgraduate students. The modified DCT was composed of two parts. The first was mainly concerned with the demographic information of the participants and second was composed of 12 simulated situations eliciting the appropriateness of requests in various communication settings.  The findings of present study revealed that Chinese learners do not differ markedly from native speakers in their use of strategies, but do differ significantly in the formulaic expressions they employ for making the requests. Unclear request strategies and responses were identified as contributing factors to pragmatic failures. However, the study recommended that instructors should engage learners of English as a second language in a lot of appropriate request strategies to build learners’ competence and ability to understand situations in different environments.

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