The Role of Implicit and Explicit Instruction in Enhancing Students’ Pragmatic Competence. The Case of First year Students in the Department of English at Mouloud Mammeri University of Tizi-Ouzou.
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Date
2019
Authors
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Journal ISSN
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Publisher
Université Mouloud Mammeri Tizi Ouzou
Abstract
This study aims at investigating the role of implicit and explicit instruction in enhancing
students’ pragmatic competence. It is based on two objectives. First, it seeks atexploring first
year Mouloud Mammeri Students’ use of complaints and refusals speech acts. Second, it aims
at identifying the teachers’ perception about the importance of the pragmatic competence in
the EFL context. In order to meet the aforementioned objectives, CelceMurcia’s(2007)
pragmatic competence theoretical framework is adopted as a theoretical framework. In
addition, Beebe(1990) and Murphy and Neu (1996) refusals and complaints strategies are
used to analyse the obtained results. For collecting data, a quasi-experiment research is
conducted. It involves a comparison between the control (CNR) as well as the experimental
(EXP) groups performances in various classroom instructions (activities). To reinforce the
experiment’s results and discover the potential of the pragmatic competence in the EFL
context, an interview is conducted with four oral expression teachers in the department of
English at Mouloud Mammeri University of Tizi Ouzou (MMUTO). A Mixed Methods
Research; combining quantitative and qualitative methods, is adopted. The quantitative data
are analysed using frequency calculation. As for the qualitative ones, they are analysed using
the qualitative content analysis (QCA). The experiment’s results reveal that the EXP group
participants have witnessed a considerable increase in their appropriate use of complaint and
refusal speech act strategies in addition to their pragmatic competence, mainly their respect
of social context factors, cultural factors, and stylistic appropriateness. Furthermore, the
results of the interview highlight the tremendous importance of the pragmatic competence in
the EFL context. The findings also reveal that instruction in the classroom plays a great role
in enhancing students’ pragmatic competence
Description
30cm ; 75p.
Keywords
complaint speech acts, control group, experimental group, pragmatic competence, refusal speech act.
Citation
Didactics of Foreign Languages