İngilizce Sınıflarında Rica Söz Eylemlerini Öğreterek Pragmatik Yeterliği Geliştirme

Year 2017, Volume: 30 Issue: 1, 139 - 165, 23.06.2017

Tülay Gazioğlu Hatime Çiftçi

https://doi.org/10.19171/uefad.323400

Cited By: 3

Abstract

Bu çalışma pragmatik öğretiminin İngilizce öğrenen Türk öğrenciler üzerindeki etkisini araştırmayı amaçlar. Özellikle, İngilizce’deki rica söz eylemlerinin öğretiminin, İngilizce öğrenen Türk öğrencilerin bu rica söz eylemlerinin İngilizce’de kullanımını nasıl etkilediğini inceler. Ayrıca, bu çalışma İngilizce öğrenen Türk öğrencilerin pragmatik odaklı derslere yönelik algılarını araştırır. Çalışma, tek gruplu ve birkaç veri kaynaklı yarı deneysel araştırma modelini kapsar: söylem tamamlama testi, anket, öğrenci görüş yansıtma yazıları ve araştırmacı alan gözlem notlarını içerir. Öğretim planı öncesi ve sonrası uygulanan ilk ve son söylem tamamlama testlerinin analizi, Türk öğrencilerinin rica söz eylemi genel sayısında önemli bir fark olmadığını ortaya koymuştur. Fakat, pragmatik öğretimine dayalı eğitsel dersler sonrasında, rica söz eylem stratejilerini kullanımlarında çeşitlilikte artış ve doğrudan anlatımda azalma olduğu gözlemlendi. Aynı zamanda, bu analizler öğrencilerin bu eğitsel plandaki sınıf içi etkinlikleri ve kullanılan materyallere yönelik algılarının olumlu olduğunu gösterir. Son olarak, bu çalışma ikinci dil, öğretiminde pragmatik öğretimi ile ilgili gelecek görüşleri ve pedagojik önerileri tartışır.

Keywords

Konuşma eylemi, Pragmatik öğretimi, Pragmatik yeterlik, Ricaların öğretimi

Developing Pragmatic Competence through Teaching Requests in English Classrooms

Abstract

This study investigates the effect of pedagogical intervention in pragmatics on Turkish learners of English. More specifically, the study examines how pragmatics-based instruction on the speech act of request in English influences Turkish learners of request strategy use in English. Additionally, it explores students’ overall perceptions on their pragmatics-based classes. The study embraces a single group quasi-experimental design with multiple data sources: a discourse completion test (DCT), a survey, students’ reflective papers, and the researcher’s field notes. The analysis of request realizations in the pre-test and post-test DCTs indicates that there was not a statistically significant difference between the overall number of request strategies in pre-test and post-test. However, Turkish learners of English had more variety in their use of request strategies and decrease in directness after the treatment. They also expressed mainly positive perceptions with regard to activities and materials in the instructional plan. Finally, the study discusses the future directions and pedagogical implications with regard to instructional pragmatics teaching in L2 context.

Keywords

Speech act, Instructional pragmatics, Pragmatic competence, Teaching requests

References

• Alcón-Soler, E., and Martínez-Flor, A., 2005. Editors' introduction to pragmatics in instructed language learning. System, 33(3), 381-384.
• Bachman, L. F., 1990. Fundamental considerations in language testing. Oxford: Oxford University Press. Blum- Kulka, S., House, J., and Kasper, G., 1989. Investigating cross-cultural pragmatics: An introductory overview. In S. Blum-Kulka, J. House, & G. Kasper (Eds.), Cross-cultural pragmatics: Requests and apologies (pp.1-34). Norwood, NJ: Ablex.
• Brown, P., and Levinson, S., 1987. Politeness: Some universals in language usage. Cambridge: Cambridge University Press.
• Brutt-Griffler, J., 2002. World English: A study of its development. Clevedon, England: Multilingual Matters Press.
• Coleman, J. A., 2006. English-medium teaching in European higher education. Language Teaching, 39(1), 1-14.
• Crandall, E., and Basturkmen, H., 2004. Evaluating pragmatics –focused materials. ELT Journal, 58(1), 38-49.
• Crystal, D., 2003. English as a global language. Cambridge: Cambridge University Press.
• Dikilitaş, K., 2004. A comparative study into acquisition of politeness in English as a foreign language. Unpublished Master’s thesis, Çanakkale Onsekiz Mart University, Çanakkale, Turkey.
• Eslami-Rasekh, Z., 2005. Raising the pragmatic awareness of language learners. ELT Journal, 59(3), 199-208
• Eslami, Z. R., and Eslami-Rasekh, A., 2008. Enhancing the pragmatic competence of non-native English speaking teacher candidates (NNESTCs) in an EFL context. In E. Alcón-Soler & A. Martínez-Flor (Eds.), Investigating pragmatics in foreign language learning, teaching and testing. Bristol, UK: Multilingual Matters, 178–197.
• Fukuya, Y., and Zhang, Y., 2002. Effects of recasts on EFL learners’ acquisition of pragmalinguistic conventions of request. Second Language Studies 21, 1–47.
• Gass, S. M., and Neu, J., 1996. Introduction. In S. M. Gass & J. Neu (Eds.), Speech acts across cultures: Challenges to communication in a second language (pp.1-17). Berlin: Mouten de Guyter.
• Halenko, N., and Jones, C., 2011. Teaching pragmatic awareness of spoken requests to Chinese EAP learners in the UK: Is explicit instruction effective? System 39, 240–250.
• Ishihara, N., 2004. Exploring the immediate and delayed effects of formal instruction: Teaching giving and responding to compliments. MinneWI TESOL Journal (Minnesota and Wisconsin Teachers of English to Speakers of Other Languages Journal), 21, 37-70.
• Ishihara, N., and Cohen, A. D., 2010. Teaching and learning pragmatics: Where language and culture meet. United Kingdom: Longman Applied Linguistics.
• Jeon, E., and Kaya, T., 2006. Effects of L2 instruction on interlanguage pragmatic development. In N. John & L. Ortega (Eds.), Synthesizing research on language learning and teaching (pp. 165-211). Philadelphia: John Benjamins.
• Johnson, N., and deHaan, J., 2013. Strategic Interaction 2.0: Instructed intercultural pragmatics in an EFL context. International Journal of Strategies Information Technology and Application, 4, 49–62.
• Judd, E. L., 1999. Some issues in the teaching of pragmatic competence. In E. Hinkel (Ed.), Culture in second language teaching and learning. (pp.152-166). Cambridge: Cambridge University Press.
• Kachru, B. B., 1997. World Englishes and English-using communities. Annual Review of Applied Linguistics , 17, 66-87.
• Kasper, G., 1997. Can pragmatic competence be taught? NetWork, 6, 105-119.
• Kasper, G., and Rose, K., 2002. Pragmatic development in a second language. Oxford, UK: Blackwell. Kirkgoz, Y., 2005. Motivation and student perception of studying in an English-medium university. Journal of Language and Linguistic Studies, 1(1), 101-123.
• Kirkgoz, Y., 2009. Globalization and English language policy in Turkey. Educational Policy, 23(5), 663-684. Leech, G., 1983. Principles of pragmatics. London: Longman.
• LoCastro, V., 2003. An introduction to pragmatics: Social action for language teachers. Ann Arbor, MI: The University of Michigan Press.
• Martinez-Flor A., 2007. Analyzing request modification devices in films: Implications for pragmatic learning in instructed foreign language contexts. In E. Alcon, and M.P. Safont (Eds.), Intercultural Language Use and Language Learning (pp.245-279). Spain: Springer.
• Martinez-Flor, A., 2008. The effect of an inductive-deductive teaching approach to develop learners’ use of request modifiers in the EFL classroom. In E. Alc´on-Soler (ed.), Learning how to request in an instructed language learning context. Berlin, Germany: Peter Lang, 191–225.
• Mey, J. L., 2001. Pragmatics: An introduction (2nd ed.). Oxford: Blackwell.
• Norris, J., and Ortega, L., 2001. Does type of instruction make a difference? Substantive findings from a meta-analytic review. Language Learning, 51, 157-213.
• Ortega, L., 2009. Understanding second language acquisition. London: Hodder Education.
• Rose, K., 1999. Teachers and students learning about requests in Hong Kong. In E.Hinkel (Ed.), Culture in second language teaching and learning (pp.152-166). Cambridge: Cambridge University Press.
• Rose, K., 2005. On the effects of instruction in second language pragmatics. System, 33, 385-399.
• Safont, M. P., 2004. An analysis of EAP learners’ pragmatic production: A focus on request forms. Ibérica 8, 23−39. Salazar, C., S., 2003. Pragmatic instruction in the EFL context. In A. Flor, E. Juan, & A. Guerra (Eds.), Pragmatic competence and foreign language teaching (pp. 233-243). Castello: Universitad Jaume1.
• Schauer, G., 2006. Pragmatic awareness in ESL and EFL contexts: Contrast and development. Language Learning, 56, 269-318.
• Schmidt, R., 1990. The role of consciousness in second language learning. Applied Linguistics, 11, 129-158.
• Schmidt, R., 1994. Deconstructing consciousness in search of useful definitions for applied linguistics. AILA Review, 11, 11-26.
• Schmidt, R., 1995. Consciousness and foreign language learning: A tutorial on attention and awareness in learning. In R. Schmidt, (Ed.), Attention and awareness in foreign language learning (pp. 1-63). Honolulu, HI: University of Hawai`i, National Foreign Language Resource Center.
• Schmidt, R., 2001. Attention. In P. Robinson (Ed.), Cognition and second language instruction (pp. 3-32). Cambridge University Press.
• Scollon, R., Scollon, S. W., and Jones, R. H., 2012. Intercultural communication: A discourse approach. USA: Blackwell Publishers.
• Sykes, J., 2009. Learner request in Spanish: Examining the potential of multiuser virtual environments for L2 pragmatics acquisition. In L. Lomika, and G. Lord (Eds.), The second generation: Online collaboration and social networking in CALL, 2009 CALICO Monograph. San Marcos: TX, 199–234.
• Sykes, J., 2013. Multiuser virtual environments: Learner apologies in Spanish. In N. Taguchi & J. Sykes (Eds.), Technology in interlanguage pragmatics research and teaching. Philadelphia: John Benjamins, 71–100.
• Taguchi, N., 2015. Instructed pragmatics at a glance: Where instructional studies were, are, and should be going. Language Teaching, 48(1), 1-50.
• Takahashi, S., 2010. The effect of pragmatic instruction on speech act performance. In A. Martínez-Flor, & E. Usó-Juan (Eds.), Speech act performance: Theoretical, empirical and methodological issues (pp. 127-144). Amsterdam/Philadelphia: John Benjamins Publishing Company. Tan, K. H., and Farashaiyan, A., (2012). The effectiveness of teaching formulaic politeness strategies in making request to undergraduates in an ESL classroom. Asian Social Science 8, 189–196.
• Tateyama, Y., 2001. Explicit and implicit teaching of pragmatic routines: Japanese sumimasen. In K. Rose & G. Kasper (Eds.), Pragmatics in language teaching (pp. 200-222). Cambridge: Cambridge University Press. Thomas, J., 1983. Cross-cultural pragmatic failure. Applied Linguistics, 4, 91-112.
• Washburn, G., 2001. Using situation comedies for pragmatic language teaching and learning. TESOL Journal, 10(4), 21-26.