The Pragmatic Knowledge of Turkish EFL Students in Using Certain Request Strategies

Abstract

This study investigates the pragmatic knowledge of Turkish EFL students in using certain request strategies. Data were collected through a type of DCT, open itemverbal response only production questionnaire, as categorized by Kasper (2000) from 40 undergraduate students, studying at the Department of English Language Teaching, Faculty of Education, Middle East Technical University, whose ages range from 18 to 20. The data collected from the questionnaires were statistically analyzed using descriptive statistics. The results showed that the EFL students in this study had the linguistic means in order to operate pragmatically in various contexts while requesting. However, their success in the use of the request strategies in situations requiring certain level of politeness was relatively not satisfactory. In the conclusion part, it is argued that the results can be closely related with learning contexts and textbook contents and some suggestions are put forward regarding the issue

İngilizceyi Yabancı Dil Olarak (EFL) Öğrenen Türk Öğrencilerinin Belli İstek İzlemlerini Kullanmada Sahip Oldukları Edimsel Bilgi

Abstract

Bu çalışma, İngilizceyi yabancı dil olarak (EFL) öğrenen Türk öğrencilerinin belli istek izlemlerini kullanmada sahip oldukları edimsel bilgiyi incelemektedir. Veriler, Kasper (2000) tarafından açık uçlu-sözsel yanıt üretim anketi olarak sınıflandırılan metin tamamlama görevi (DCT) yöntemiyle, yaşları 18-20 arasında değişen, Orta Doğu Teknik Üniversitesi Eğitim Fakültesi İngilizce Öğretmenliği Ana Bilim Dalında öğrenim görmekte olan 40 öğrenciden toplanmıştır. Toplanan veriler, tanımlayıcı istatistik kullanılarak çözümlenmiştir. Araştırma sonuçları, katılımcıların çeşitli durumlarda ricada bulunurken edimsel açıdan gerekli dil araçlarına sahip olduklarını göstermiştir. Bununla birlikte, belli bir seviyede incelik gerektiren bazı durumlarda, rica izlemlerini kullanmadaki başarılarının yeterli olmadığı gözlenmiştir. Tartışma bölümünde, elde edilen sonuçların, öğrenme ortamı ve ders kitabıyla ilişkili olabileceği görüşü ileri sürülmüştür ve bu konuda çeşitli öneriler dile getirilmiştir.

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