Examining Egyptian ESL Learners' Grammatical and Pragmatic Awareness

Autor/in	Sorour, Nourhan
Titel	Examining Egyptian ESL Learners' Grammatical and Pragmatic Awareness
Quelle	In: Arab Journal of Applied Linguistics, 3 (2018) 1, S.78-104 (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2490-4198
Schlagwörter	Grammar; English (Second Language); Second Language Learning; Second Language Instruction; Language Proficiency; Pragmatics; Misconceptions; Language Usage; Comparative Analysis; Metalinguistics; Language of Instruction; College Students; Task Analysis; Language Processing; Teaching Methods; Foreign Countries; Student Attitudes; Error Patterns; Interlanguage; Egypt + Suchen Sie Ihr Suchwort? Grammatik; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language skill; Language skills; Sprachkompetenz; Pragmalinguistik; Missverständnis; Sprachgebrauch; Metalanguage; Metasprache; Teaching language; Unterrichtssprache; Collegestudent; Aufgabenanalyse; Sprachverarbeitung; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Schülerverhalten; Fehlertyp; Zielsprache; Ägypten
Abstract	Proficiency in second language (L2) has traditionally been linked to grammatical competence. However, as opposed to common misconceptions about language learning, to be proficient in a second language does not only entail the ability to produce grammatically correct sentences, but it also entails the ability to use this language appropriately. The purpose of this study is to compare the pragmatic awareness of Egyptian students in an English-medium university to their grammatical awareness in an attempt to determine whether there is, in fact, a need for ESL instruction there to focus more on developing ESL learners' pragmatic awareness. Data were collected from 67 Egyptian ESL learners at two different proficiency levels by means of a judgment task questionnaire adapted from Bardovi-Harlig and Dörnyei's 1998 study. In-group comparisons revealed no significant differences between the grammatical awareness and the pragmatic awareness of the members within each proficiency group. The results of the cross-group comparisons indicated, however, that the high-proficiency group displayed a significantly higher level of grammatical awareness than the low-proficiency group. On the other hand, analysis of the difference in the pragmatic awareness between the high- and low-proficiency groups did not yield any significant results. This indicated that possessing a high proficiency level in an L2 does not necessarily entail a higher level of pragmatic awareness and that more focus should be placed on developing L2 learners' pragmatic ability. (As Provided).
Anmerkungen	Faculty of Human and Social Sciences of Tunis, Tunisia. 94 BD du 9 Avril Tunis 1007, Tunisia. Tel: 216-71564797; Fax: 216-567551; Web site: http://www.arjals.com/ojs/index.php/Arjals2016
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01