A Longitudinal Study of English-Major Turkish Students' Pragmatic Awareness in an EFL Context

Autor/in	Bulut, Dogan
Titel	A Longitudinal Study of English-Major Turkish Students' Pragmatic Awareness in an EFL Context
Quelle	In: Indian Journal of Applied Linguistics, 34 (2008) 1-2, S.151-167 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0379-0037
Schlagwörter	Student Attitudes; Native Speakers; English (Second Language); Second Language Learning; Foreign Countries; Pragmatics; Longitudinal Studies; Metalinguistics; Comparative Analysis; Language Tests; Correlation; Second Language Instruction; Majors (Students); College Students; Turkey + Suchen Sie Ihr Suchwort? Schülerverhalten; Muttersprachler; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Ausland; Pragmalinguistik; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Metalanguage; Metasprache; Language test; Sprachtest; Korrelation; Fremdsprachenunterricht; Collegestudent; Türkei
Abstract	This paper presents the results of a longitudinal study which examined the development of the Turkish EFL learners' pragmatic awareness in an EFL context in a four-year period. The data which were originally collected from American native speakers and used by Bulut and Ozkan (2005) were also used in this study as the baseline to compare Turkish EFL learners' pragmatic awareness longitudinally. A ten-item pragmatic judgment test, which was originally developed and used by Bulut and Ozkan (2005), was also used for this study. Students who participated in this study were asked to rank the five complimenting expressions listed under each of the ten complimenting situations from the most to the least appropriate during their first year and fourth year at university. Each situation included a native speaker complimenting expression and four complimenting expressions from non native speakers of English. The results showed that students' perceptions of native speaker complimenting expressions did not significantly change in four years' time. The results also showed that while there were no significant correlations between native speaker rankings and students' rankings during their first year at university, the students' rankings were significantly correlated with native speaker rankings only in two of the ten situations when they were in their fourth year, which means that length of study did not contribute significantly to the development of English-major Turkish EFL learners' pragmatic awareness. (Contains 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10