Developing EFL students ' pragmatic competence: The case of compliment responses
Developing EFL students ' pragmatic competence: The case of compliment responses
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DOI：
10.1177/1362168820913539
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发表时间：
2020-04-18
影响因子：
4.2
通讯作者：
Alsuhaibani, Zainab
中科院分区：
文献类型：
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作者：
Alsuhaibani, Zainab
本研究旨在探讨意识提升教学法和语料库教学法对英语作为外语的学生恭维语应答发展的影响。研究采用准实验设计，136名大学生被分为三组：控制组、意识提高组和语料组。语篇完成测验（DCT）被用作所有组的前测和后测，以调查它们之间的任何显着差异。此外，本研究还采用开放式问卷调查的形式，探讨了学生对恭维语语用教学的看法。实验结果表明，意识提升法和语料库法对恭维语应答的语用教学都是有效的。更具体地说，一方面，意识提高组和语料库组之间存在显著差异，另一方面，控制组之间存在显著差异。提高意识组与语料组之间无显著性差异。结果还显示，学生重视语用教学的重要性，认为它是重要的，必要的，有用的，同时也是愉快的。文章最后对语用教学提出了一些建议。
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.