Pragmalinguistic Awareness in EFL Teacher Training

Karatepe, Çiğdem

doi:10.1080/09658410108667033

Cited by 10 publications

(14 citation statements)

References 17 publications

(16 reference statements)

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“…Chang (2011) conducted a study on the relationship between pragmalinguistic and sociopragmatic strategies and came to the conclusion that pragmalinguistic and sociopragmatic strategies are interrelated. A considerable number of studies have reported similar findings (e.g., Compernolle, 2011;Dascal, 1985;Felix-Brasdefer, 2008;Harlow, 1990;Holmes & Marra, 2011;Karatepe, 2001;Spencer-Oatey & Jiang, 2003;Vu, Bailey & Howes, 2010).…”

Section: Studies On Pragmalinguistic and Sociopragmatic Knowledge Soumentioning

confidence: 61%

Pre-Task Planning Time Strategies for the Production of Request and Refusal Speech Acts in L2 English

Maghsoud¹

2018

IJELT

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There is a growing consensus that implementation of planning time exerts an effect on oral speech production of learners.Research has yet to find out what strategies are used by learners in oral speech production. To contribute to this ongoing debate, the present study examined activation of sociopragmatic, pragmalinguistic, and content knowledge strategies employed by learners in pre-task planning time to produce answers. Ten M.A. students and Ph.D. candidates majoring in TEFL gave their answers to oral request and refusal DCTs through think-aloud protocol. The results revealed that the pre-task planning time caused the participants to activate a high degree of sociopragmatic, pragmalinguistic, and content knowledge awareness. Therefore, implementation of planning time in speaking tests may help individuals to produce more fluent and socially appropriate utterances.Keywords: planning time, sociopragmatic, pragmalinguistic, content knowledge stress-power relationship, distance, and real time pressure. According to Skehan and Foster (2001) task manipulation effects should be studied in areas of complexity, accuracy, and fluency. To put it bluntly, Skehan and Foster investigated effect of time planning on accuracy, fluency, and complexity of produced oral speech of learners and concluded that exerted planning time leads to a more fluent and complex speech. Accuracy factor did not represent a considerable change but again they admitted that more research is needed before coming to a conclusion. Correspondingly, Gilabert (2007) reported a similar finding and asserted that time planning is very beneficial for oral speech production.

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Section: Studies On Pragmalinguistic and Sociopragmatic Knowledge Soumentioning

confidence: 61%

Pre-Task Planning Time Strategies for the Production of Request and Refusal Speech Acts in L2 English

Maghsoud¹

2018

IJELT

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“…Wyner and Cohen (2015) argues that this leads learners to overuse one or two particular strategies and its verbalisation regardless the context of situation. Moreover, the lack of choice in learners' repertoire causes transfer of L1 forms (Karatepe, 1998(Karatepe, , 2001(Karatepe, , 2016. Since textbooks usually fail to supply satisfying information on pragmatics, which creates an impression on learners and teachers that learning pragmatics is an optional task (Ren & Han, 2016).…”

Section: Pragmatics In Efl Textbooksmentioning

confidence: 99%

“…The speech act of request attracted great attention from researchers in the field of cross-cultural and interlanguage pragmatics (Economidou-Kogetsidis, 2011;Eslami & Liu, 2013;Karatepe, 2001Karatepe, , 2016Nugroho & Rekha, 2020). As a result, some studies examined the presentation of requests in course books.…”

Section: Requests In Textbooksmentioning

confidence: 99%

“…That is, they have become fixed formulaic expressions, such as 'if you do not mind ('zahmet olmazsa' in Turkish)'. As a result, it is not a realistic expectation that a learner can use such conventionalised language forms by making use of his/her knowledge of lexico-grammatical resources (Karatepe, 1998(Karatepe, , 2001. Any attempt could result in a pragmatic failure, which can potentially decrease the success of communication (Thomas, 1983).…”

Section: Introductionmentioning

confidence: 99%

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A case study on EFL teachers’ views on material adaptation for teaching pragmatics

Karatepe

Civelek

2021

RumeliDE Dil Ve Edebiyat Araştırmaları Dergisi

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“…While the pragmatic use of gratitude has attracted the attention of many researchers around the world (Choe & Wang, 2015;Meiramova & Kulzhanova, 2015;Elwood, 2010;Farnia & Suleiman, 2009;Kashdan et al, 2009), there is a limited number of studies in the literature regarding Turkish EFL learners. In the Turkish context, Karatepe (2001) stated that the exposure to the authentic language for the learners of English is so limited that learners fail to express themselves using the language that is based on the cultural and social norms of the target language context. Hence, as a result of the lack in the pragmatic competences of the Turkish EFL learners, misunderstandings appear between interlocutors of the communicative situations and the messages neither reach the receiver as they are intended nor expected feedback returns.…”

Section: Introductionmentioning

confidence: 99%

Investigating EFL speakers’ gratitude strategies: Interlanguage pragmatics

Bakirci¹,

Özbay²

2020

Dil Ve Dilbilimi Çalışmaları Dergisi

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Gratitude strategies used by EFL speakers have always been the focus of interest by researchers who observed the presence of pragmatic transfer strategies by which speakers express their gratitude. We have seen that several adapted versions of Discourse Completion Tasks (DCTs) by Eisenstein and Bodman (1986) are constructed based on the original version and largely applied to the participants from various backgrounds. A similar methodology is used in this study and we investigated the gratitude strategies of participants, including 80 EFL learners in Turkey and 70 non-native European speakers of English at tertiary-level. We also interviewed with 44 Turkish speaking participants and used two sampling methodologies to identify the participants that could promote the data obtained from the DCTs. Our research entailed quantitative and qualitative data examined through content analysis. Primary findings indicated strong divergences and weak similarities between both speaker groups who resorted to the speech act of thanking compared to non-native European speakers who also differed in thanking strategies. Finally, we have been provided with valuable indications for the constituent parts of the language teaching that neglect the instructional side on the pragmatic use of language for gratitude and other speech acts.

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Pragmalinguistic Awareness in EFL Teacher Training

Cited by 10 publications

References 17 publications

Pre-Task Planning Time Strategies for the Production of Request and Refusal Speech Acts in L2 English

Pre-Task Planning Time Strategies for the Production of Request and Refusal Speech Acts in L2 English

A case study on EFL teachers’ views on material adaptation for teaching pragmatics

Investigating EFL speakers’ gratitude strategies: Interlanguage pragmatics

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