Learning to Communicate in a Globalized World: To What Extent Do School Textbooks Facilitate the Development of Intercultural Pragmatic Competence?

Nguyen, Thi Thuy Minh

doi:10.1177/0033688210390265

Cited by 84 publications

(44 citation statements)

References 31 publications

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“…The first factor is that textbooks which are used to teach target language pragmatic knowledge contain conversational models which are not naturally evident in the target language interactions (Nguyen, 2011). For instance, a review of instructional materials for language learners reveals that textbooks normally mention the expression "I disagree with …" in order to provide models of disagreement in the target language context.…”

Section: Discussionmentioning

confidence: 99%

Pragmatic Comprehension Development through Telecollaboration

Rafieyan¹,

Sharafi-Nejad²,

Khavari³

et al. 2014

ELT

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Pragmatic comprehension can be ideally developed through contact with target language speakers. This contact can be provided in English as Foreign Language contexts through telecollaboration. To test the actual effect of telecollaboration on the development of pragmatic comprehension, 30 Iranian undergraduates of English as a Foreign Language participated in an experimental study. The participants were divided into two groups of 15 students: control group which merely received pragmatic instructions and experimental group which had the opportunity to interact with target language speakers through internet-mediated communication tools besides receiving pragmatic instructions. The data were collected through a multiple choice pragmatic comprehension test, following a semester-long intervention. The comparison of the performance of the two groups assessed through the independent-samples t-test showed the significant positive effect of telecollaboration on the development of pragmatic comprehension. Pedagogical implications of the findings suggested organizing telecollaborative partnership environments to link English as Foreign Language students with university students in native English speaking countries.

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Section: Discussionmentioning

confidence: 99%

Pragmatic Comprehension Development through Telecollaboration

Rafieyan¹,

Sharafi-Nejad²,

Khavari³

et al. 2014

ELT

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“…(Çakır, 2010;Çelik & Erbay, 2013;Gray, 2010;Koprowski, 2005;Matsuoka & Hirsh, 2010;McGrath, 2002, p. 223;Melliti, 2013;Mol & Tin, 2008;Mukundan & Khojasteh, 2011;Nguyen, 2011;Song, 2013;Sunderland, Cowley, Rahim, Leontzakou, & Shattuck, 2001). …”

Section: Related Researchmentioning

confidence: 99%

Investigating EFL Coursebook Research in Turkey: Trends in Graduate Theses of the 2001-2013 Period

2017

EDUC SCI-THEOR PRACT

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The transformation of coursebook publishing into an industrial giant has brought about variety, choice, and difficulty of decision making. As coursebook selection profoundly influences the quality of foreign language instruction in Turkey, it is essential to investigate what kind of instruments are used, which method is followed, what criteria are sought and how relevant parties are affected by its results. Therefore, 54 graduate theses evaluating EFL coursebooks in the 2001-2013 period were taken from the CoHE Thesis Center. The documentary data were subjected to content analysis by using the thesis categorisation form for describing research trends, determining shared evaluative criteria and variable patterns, and providing recommendations for the future. It was revealed that: (i) studies dealing with EFL coursebook evaluations accelerated after MoNE' s program changes, (ii) while not even half were designed with mixed methods research, qualitative theses concentrated on document analysis of coursebooks, (iii) teacher and student views were surveyed by means of similar Likert scales adapted from previous checklists, (iv) other sample groups like parents, administrators, authors, and publishers were either underrepresented or not represented at all, (v) correlational descriptive studies frequently compared teacher and student views against similar categorical variables, (vi) the need for deeper, experimental, and innovative research was completely overlooked and multivariate analyses were never employed, (vii) despite their variety, local coursebooks received more focus but were met with user disapproval due to persistent deficiencies in design, content, methodology, and skills, (viii) whereas global coursebooks were appreciated for their communicative methodology, integrated skills instruction, authenticity, and cultural content, and (ix) instead of exploratory research, they tended to recommend replications with larger or different populations and on different coursebooks.

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“…In this study, students' lack of sociopragmatic knowledge in considering the contextual variables of imposition, distance and power can be justified by this matter that the students may not be exposed to the explicit instruction of pragmatic features since the explicit instruction can develop the understanding of sociopragmatic rules governing the linguistic forms or speech act' strategies (Dastjerdi & Farshid, 2011;Martinez-Flor & Fukuya 2005;Nguyen, 2011;Rose & Ng, 2001;Takahashi, 2001). In other words, the lack of appropriate and sufficient input, practice and feedback can cause the lack of pragmatic competence.…”

Section: Discussionmentioning

confidence: 99%

“…Some speech acts are more complex and difficult for students. For example, the production of the speech acts of apology and request is easier for learners than giving advice (Nguyen 2011). In addition, the multifunctionality of some speech acts can contribute to their inappropriate or wrong choice of speech acts by ESL students.…”

Section: Discussionmentioning

confidence: 99%

“…Therefore, non-native speakers' pragmatic competence as the key constituents of intercultural communicative competence should be developed to lessen intercultural misunderstandings and the resultant pragmatic failure. This can result in more effective and successful intercultural communication (Nguyen, 2011;Rafieyan et al, 2014). The fact that non-native speakers have continually encountered with the challenges to communicate in L2 and they have mostly failed in their intercultural interactions have inspired SLA researchers to explore the status of their pragmatic competence in both EFL and ESL contexts.…”

Section: Statement Of the Problemmentioning

confidence: 99%

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Pragmatic Variations in Giving Advice in L2 by Malaysian Postgraduate Students: The Situational Effects

Farashaiyan¹,

Paramasivam²

2016

ELT

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The present study attempted to describe the giving advice strategies utilized by Malaysian postgraduate students in confronting different situations. In addition, it examined the effects of the situational factors of social distance, power, and imposition on the students' choice of giving advice strategies. Another objective was to categorize the challenges students face in the production of giving advice in English. One hundred and ten Malaysian postgraduate students majoring in different fields voluntarily participated in this study. A Written Discourse Completion Task Questionnaire and semi-structured interviews were utilized for data collection procedure. The results of the questionnaire illustrated that the respondents tended to use more direct strategies to give advice. The first most frequently strategy used by the respondents was obligation strategy, 53.38%., mood derivable strategy with 30.08% as the second most frequently used strategy and performative as the third one, while no respondent used the hedged performative and want statement strategies in any of the situations. The respondents also opted out the same strategies almost with similar frequency in most of the situations. It means that the choice of strategies was not different in terms of the three situational variables of power, distance and imposition. In addition, the results of interviews showed that the challenges they face in the production of advice giving include expression, structure, culture, social values, first language, gender, age and educational background of the interlocutors. This study has some implications for second language acquisition research and intercultural communication.

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Learning to Communicate in a Globalized World: To What Extent Do School Textbooks Facilitate the Development of Intercultural Pragmatic Competence?

Abstract: Notice: Changes introduced as a result of publishing processes such as copy-editing and formatting may not be reflected in this document.

Cited by 84 publications

References 31 publications

Pragmatic Comprehension Development through Telecollaboration

Pragmatic Comprehension Development through Telecollaboration

Investigating EFL Coursebook Research in Turkey: Trends in Graduate Theses of the 2001-2013 Period

Pragmatic Variations in Giving Advice in L2 by Malaysian Postgraduate Students: The Situational Effects

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