“Can I very please borrow it?”: Request development in young Norwegian EFL learners

Savić, Milica

doi:10.1515/ip-2015-0023

Cited by 36 publications

(5 citation statements)

References 9 publications

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“…In this way, they often socialize their students to use language. On the other hand, the latter concept denotes the procedures through that students are taught the culture and cultural values of diverse speech communities as they learn the language (Savic, 2016). Therefore, the fifth factor is justified by this issue since instructors should expose learners to several cultural values and realities, talk about other cultures and get learners familiar with the culture, help learners learn about foreign or other cultures, help learners understand their own culture better, and make learners aware of differences across languages and culture.…”

Section: Discussionmentioning

confidence: 99%

Questionnaire Development and Validation of Interlanguage Pragmatic Instructional Approaches & Techniques in EFL Contexts

Farashaiyan¹,

Sahragard²,

Paramasivam³

et al. 2020

IJHE

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The present study is an attempt to describe the development and validation of an inter-language pragmatic questionnaire to examine the kind of instructional approaches and techniques that EFL teachers use to practice the pragmatic features in their classes. The research made use of two theories; cognitive processing and language socialization theories. The participants include 366 EFL Iranian instructors .The methodology part consists of two parts; instrument development and validation. Based on the exploratory factor analysis, 31 items including five separate factors emerged: pragmatic awareness-raising techniques, pragmatic communicative practice technique, pragmatic corrective feedback technique, culture teaching techniques and pragmatic instructional approaches. Therefore, a questionnaire including 31 items was developed which followed the 5-point Likert technique of scale construction where 1 shows “Never" and 5 denotes "Always". The reliability and factorial validity of the questionnaire are also illustrated. Finally, the potential theoretical and practical implications of the study are discussed.

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Section: Discussionmentioning

confidence: 99%

Questionnaire Development and Validation of Interlanguage Pragmatic Instructional Approaches & Techniques in EFL Contexts

Farashaiyan¹,

Sahragard²,

Paramasivam³

et al. 2020

IJHE

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“…The pragmatic aspect of young learners in the second language has been rarely researched when it is compared to the pragmatic aspect of adult learners (Lee 2010;Savić 2015). As in the case of the pragmatic language development in the mother tongue, the pragmatic language development in a second language is also associated with the age factor.…”

Section: Age and Pragmaticsmentioning

confidence: 99%

“…With the realization of formulaic language use cases in distinctive contexts, the child could adopt different formats of requests like "Can I or May I" considering the presupposed actions of the interlocutor over time. Savić (2015), on the other hand, examined the use of request strategies applied by second, fourth, and sixth-grade learners in the light of the formation of head act and directness in their language use. The researcher found that the older learners' groups were better at applying several request strategies as well as utilizing indirect context-oriented strategies.…”

Section: Age and Pragmaticsmentioning

confidence: 99%

Doğrudan Edimbilim Eğitiminin İlköğretim Öğrencilerinin Edimbilimsel Gelişimi Üzerindeki Etkileri

Canbolat

Atasoy

Naiboğlu

2021

The Journal of International Lingual Social and Educational Sciences

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A large body of literature has examined the role of explicit teaching on L2 pragmatics. Previous research findings confirmed that explicit teaching has a positive impact on the development of L2 learners' pragmatic competence. Many studies attempt to explore the efficacy of instruction in improving pragmatics competence in terms of learners' speech acts of requesting. However, little attention has been focused on teaching request strategies to young learners. This study aims to investigate whether explicit instruction of request strategies may enhance the young learners' L2 pragmatic awareness and whether there will be an increase on the learners' awareness based on social power, distance, and imposition factors. Twenty-two second-grade Turkish students from a private school participate in the study. The participants are divided into experimental and control groups and each group consists of eleven students. The experimental group receives four hours of treatment in two weeks while the control group follows conventional instructions without any metapragmatic teaching on requesting strategies. The quantitative data is gathered by administering Discourse Completion Test (DCT) as both the pre and the post-tests. To increase the reliability and validity of the research results, the triangulation method is used. For triangulation, the teacher-researchers employ teacher observation with a rubric and semi-structured interview is conducted with purposefully chosen students. The results of quantitative analysis showed that there is no significant difference in learners' pragmatic awareness on L2 requesting. However, according to the qualitative results, there is a noticeable difference in the learners' pragmatic awareness on requests and pragmatic factors.

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“…The contrastive linguistics approach to speech act assessment still permeates the field today. In more recent studies, researchers have used this approach to reveal characteristics of advanced speech act production by documenting which pragmalinguistic forms appear in more advanced-level learners' speech acts, which are missing in beginning-level learners' data (e.g., Al Masaeed et al, 2020;Felix-Brasdefer, 2007;Sabatéi Dalmau and Gotor, 2007;Rose, 2009;Taguchi, 2011a;Chang, 2010Chang, , 2016Flores Salgado, 2011;Bella, 2012Bella, , 2014Göy and Otcu, 2012;Liu and Ren, 2015;Savic, 2015;Lee, 2016). One generalization found in the data is that, in a high-imposition speech act addressed to someone in higher social status and larger social distance, advanced-level learners tend to use more indirect strategies with a greater number of external modification devices than lower-level learners, although their use of internal modifications (e.g., syntactic and lexical mitigations) is still minimal (for a review, see Taguchi, 2018).…”

Section: 1mentioning

confidence: 99%

Contrastive Pragmatics and Second Language (L2) Pragmatics: Approaches to Assessing L2 Speech Act Production

Taguchi

2020

Contrastive Pragmatics

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This state-of-the-art paper discusses common approaches to the assessment of pragmatic competence. Two approaches have dominated the assessment practice in the field of second language (L2) pragmatics. One approach, rooted in the tradition of contrastive pragmatics, involves comparing and contrasting L2 learners’ pragmalinguistic forms with those of native speakers to determine whether L2 forms approximate native speaker forms. The other approach, rooted in the tradition of performance-based assessment, involves using a rating scale to evaluate L2 pragmatic performance based on multiple criteria (e.g., clarity of intention, formality level of expressions, and interaction abilities). Focusing on the area of speech act assessment, this paper presents an overview of these two approaches, highlighting their advantages and disadvantages. By doing so, the paper intends to illustrate the interface between contrastive pragmatics and L2 pragmatics. The paper concludes with critical insights in terms of what is missing in these approaches under the current trend of globalization and intercultural communication.

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“Can I very please borrow it?”: Request development in young Norwegian EFL learners

Abstract: With the introduction of the notion of communicative competence to second-language learning and teaching (

Cited by 36 publications

References 9 publications

Questionnaire Development and Validation of Interlanguage Pragmatic Instructional Approaches & Techniques in EFL Contexts

Questionnaire Development and Validation of Interlanguage Pragmatic Instructional Approaches & Techniques in EFL Contexts

Doğrudan Edimbilim Eğitiminin İlköğretim Öğrencilerinin Edimbilimsel Gelişimi Üzerindeki Etkileri

Contrastive Pragmatics and Second Language (L2) Pragmatics: Approaches to Assessing L2 Speech Act Production

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