Developing EFL Students' Pragmatic Competence: The Case of Compliment Responses

Autor/in	Alsuhaibani, Zainab
Titel	Developing EFL Students' Pragmatic Competence: The Case of Compliment Responses
Quelle	In: Language Teaching Research, 26 (2022) 5, S.847-866 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Alsuhaibani, Zainab)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168820913539
Schlagwörter	English (Second Language); Language Usage; Pragmatics; College Students; Consciousness Raising; Program Effectiveness; Interpersonal Communication; Teaching Methods; Native Speakers; Responses; Foreign Countries; Majors (Students); Language Skills; Second Language Instruction; Saudi Arabia + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Sprachgebrauch; Pragmalinguistik; Collegestudent; Bewusstseinsbildung; Interpersonale Kommunikation; Teaching method; Lehrmethode; Unterrichtsmethode; Muttersprachler; Ausland; Language skill; Sprachkompetenz; Fremdsprachenunterricht; Saudi-Arabien
Abstract	This study investigated the effect of consciousness-raising instruction and corpus-based instruction on EFL (English as a foreign language) students' development of compliment responses. It employed a quasi-experimental design with 136 EFL university students divided between three groups: control, consciousness-raising, and corpus groups. A discourse completion test (DCT) was used as a pre- and post-test with all the groups to investigate any significant differences between them. Further, a questionnaire with open-ended questions was used to explore students' perceptions of pragmatic instruction of compliment responses. The results showed the effectiveness of pragmatic instruction of compliment responses through both consciousness-raising instruction and corpus- based instruction. More specifically, significant differences were found between consciousness-raising group and the corpus group on one hand, and the control group on the other. No significant differences were found between the consciousness-raising group and the corpus group. The results also revealed that the students value the importance of pragmatic instruction indicating that it was important, necessary, useful, and enjoyable at the same time. The article ends with some pedagogical recommendations for pragmatic instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01