| Titre : | ASSESSING EFL STUDENTS PRAGMATIC COMPETENCE IN ORAL CLASSES .THE CASE STUDY OF 2nd YEAR.UNIVERSITY OF SAIDA |
| Auteurs : | Fatima Zohra CHABLI, Auteur ; Ahmed Hichem GHEMBAZA, Directeur de thèse |
| Type de document : | texte imprimé |
| Editeur : | Dr. Moulay Tahar University, Saida Faculty of Letters, Languages and Arts Department of English Language and Literature, 2023-2024 |
| Format : | 80p / CD |
| Langues: | Anglais |
| Catégories : | |
| Mots-clés: | Pragmatics, EFL, pragmatic competence, assessment, communicative skills, oral classes. |
| Résumé : | Effective communication requires an awareness about the cultural norms and the pragmatic nuances of the foreign language. Pragmatic competence facilitates social interactions and helps interlocutors to use the language appropriately. In EFL educational settings, it has been quite challenging to teach the English language pragmatics aspects notably in oral comprehension and expression (OCE) sessions due to students’ different proficiency levels, as well as the complexity of including pragmatics into syllabus design. However, relevant assessment strategies would help instructors to evaluate and enhance their learners’ pragmatic competence, eventually enabling them to become successful communicators in the target language use. The present dissertation examines the effectiveness of pragmatic competence on EFL learners’ communicative skills in oral classes. In order to attain this objective, a mixed method approach encompassing both quantitative and qualitative research instruments was utilized. A semi-structured questionnaire was delivered to 71 second year LMD students at the department of English – university of Saida –, a semi-structured interview as well was conducted with 5 OCE teachers at the same department, two discourse completion tasks targeting the speech act of apologizing and requesting were addressed to 2nd year EFL students at the university of Saida. The research findings revealed that second year EFL learners lack both the familiarity with the concept of pragmatics and the adequate pragmatic competence in the target language. Additionally, teachers still lack the appropriate incorporation of pragmatics features into their oral sessions. This study affirms the significant necessity of assessment, as it encourages future researchers to investigate more about its impact on the amelioration of EFL students’ pragmatic competence and to explore advanced techniques to reach this objective. |
| Note de contenu : |
Table of Contents
Declaration of Originality ___________________________________________________II Dedication _______________________________________________________________ III Acknowledgements________________________________________________________ IV Table of Contents _________________________________________________________ VI List of Tables___________________________________________________________ VIII List of Figures ____________________________________________________________ IX List of Pie-Charts __________________________________________________________X List of Graphs ____________________________________________________________ XI List of Diagrams _________________________________________________________ XII List of Abbreviations ____________________________________________________ XIII List of Appendices _______________________________________________________XIV General Introduction _______________________________________________________ 1 Chapter One:Review of Literature____________________________________________ 3 1.1 Introduction: _________________________________________________________ 4 1.2. Defining Pragmatics: __________________________________________________ 4 1.3. Fields of Pragmatics: __________________________________________________ 5 1.3.1. Speech Acts: ______________________________________________________ 5 1.3.1.1. Classifications of Speech Acts: ____________________________________ 6 1.3.1.2. Facets of Speech Acts: ___________________________________________ 7 1.3.1.3. Types of Speech Acts: ___________________________________________ 8 1.3.2. Implicature: ______________________________________________________ 10 1.3.3. Context: _________________________________________________________ 11 1.4. Pragmatic Competence: ______________________________________________ 12 1.4.1. Communicative Competence: ______________________________________ 13 1.4.2. Cross-cultural and Intercultural Pragmatics: ___________________________ 13 1.5 Pragmatics and Foreign Language Teaching: _____________________________ 13 1.5.1. Assessment and Pragmatic Competence: _____________________________ 14 1.5.1.1. Instruments of Assessing Pragmatic Competence:_____________________ 15 1.5.2. Politeness and Pragmatics: __________________________________________ 16 1.5.2.1. Brown and Levinson Model: _____________________________________ 16 1.5.2.2. Watts Model: _________________________________________________ 17 1.6 Previous Studies on Pragmatic Competence:______________________________ 18 1.7. Conclusion:_________________________________________________________ 19 Chapter Two:Research Methodology and Data Interpretation____________________ 20 2.1 Introduction: ________________________________________________________ 21 2.2. Analysis of the Student Questionnaire: __________________________________ 21 VII 2.2.1 Procedure:________________________________________________________ 21 2.2.2 Results:__________________________________________________________ 21 2.2.2.1 Section one: ___________________________________________________ 21 2.2.2.2 Section Two: __________________________________________________ 22 2.2.2.3 Section Three: _________________________________________________ 24 2.3 Analysis of Teacher Interview: _________________________________________ 26 2.3.1 Procedure:________________________________________________________ 26 2.3.2 Results:__________________________________________________________ 26 2.4 Analysis of the DCT of Apologizing:_____________________________________ 30 2.4.1 Procedure:________________________________________________________ 30 2.4.2. Results: _________________________________________________________ 30 2.5 Analysis of the DCT of Requesting: _____________________________________ 38 2.5.1 Procedure:________________________________________________________ 38 2.5.2 Results:__________________________________________________________ 38 2.6 Discussion and Interpretation of the Main Data: __________________________ 42 Chapter Three:Suggestions and Recommendations _____________________________ 44 3.1 Introduction: ________________________________________________________ 45 3.2 Affective Teaching Strategies: __________________________________________ 45 3.2.1 Sense of Belonging: ________________________________________________ 45 3.2.1.1 My Little Secrets Activity: _______________________________________ 46 3.2.1.2 We Are a Team Activity: ________________________________________ 47 3.2.2 Positive Rapport: __________________________________________________ 47 3.3 Teaching Pragmatics: _________________________________________________ 49 3.3.1 Teaching and Learning Challenges:____________________________________ 49 3.3.2 How to Teach Pragmatics in EFL Classes? ____________________________ 50 3.3.2.1 Task-Based Language Teaching (TBLT):____________________________ 50 3.3.2.1.2 Show me what you have activity:_________________________________ 51 3.3.2.2 Four SURE Steps: ______________________________________________ 52 3.3.2.3 Podcast Activity: _______________________________________________ 55 3.3.3 Pragmatic Competence and Assessment:_______________________________ 56 3.3.3.1 Assessment: ___________________________________________________ 56 3.3.3.2 Measuring Speech Acts: _________________________________________ 56 3.3.3.3 Positive Feedback:______________________________________________ 57 General Conclusion _______________________________________________________ 62 References _______________________________________________________________ 65 |
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