The Effect of Explicit Metapragmatic Instruction on Request Speech Act Awareness of Intermediate EFL Students at Institute LevelReport as inadecuate




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Universal Journal of Educational Research, v2 n7 p504-511 2014

This study deals with the application of the pragmatics research to EFL teaching. The need for language learners to utilize a form of speech acts such as request which involves a series of strategies was significance of the study. Although defining different speech acts has been established since 1960s, recently there has been a shift towards empirical studies which focus on perception and production of various speech acts by EFL or ESL learners. The present article reveals the researcher's interest in a set of strategies in which native speakers of target language use for performing speech activities. The study intended to enhance EFL learners' awareness of request speech act by teaching the materials used for speech acts. To achieve the aim, the teacher used some sorts of educational activities such as teacher-fronted discussions; role plays, cooperative grouping, and other pragmatically oriented tasks were used to increase the learning of speech acts. Discourse Completion Test was developed as a pretest and posttest to measure the effects of instruction on the pragmatic awareness of the students. The results revealed a significant difference between the pretest and posttest scores of the use of request speech act in experimental group.

Descriptors: Teaching Methods, English (Second Language), Second Language Learning, Second Language Instruction, Role Playing, Pragmatics, Cooperative Learning, Educational Research, Speech Acts, Native Speakers, Language Usage, Language Teachers, Pretests Posttests, Instructional Effectiveness, Task Analysis, Experimental Groups, Grammar, Questionnaires, Foreign Countries, Institutes (Training Programs), Quasiexperimental Design

Horizon Research Publishing. 506 North Garfield Avenue #210, Alhambra, CA 91801. e-mail: editor[at]hrpub.org; Web site: http://www.hrpub.org





Author: Masouleh, Fatemeh Abdollahizadeh; Arjmandi, Masoumeh; Vahdany, Fereydoon

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=702&id=EJ1053926







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