UPSI Digital Repository (UDRep)
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Abstract : Universiti Pendidikan Sultan Idris |
The study aimed to investigate whether pragmatic instruction has an effect on Iraqi
students' usage of request and whether male and female students differ in their usage of
overall strategy and strategy patterns. This study also explored Iraqi EFL learners'
perceptions of learning speech act of request and investigate whether Iraqi students
were able to present the appropriate linguistic and pragmatic forms in performing
speech act of request. Experimental design was adopted in this study. A discourse
completion test (DCT) and a questionnaire were used for data collection. 80
undergraduate students participated in the study and they were divided into two groups;
the control group consisted of 40 learners who did not receive any pragmatic
instruction, and the experimental group that composed of 40 learners who were taught
request strategies via pragmatic instruction. The results revealed that the experimental
group showed a significant improvement in the scores of four components; speech act,
information, expression, and politeness compared to the control group. The
experiemntal group also achieved better results in the post-test than the control group.
The results showed that the female students scored better in three conventional indirect
request strategies forms; willingness, ability, and permission, than the male students.
Moreover, the students in the experimental group reported a positive perception
towards learning the speech act of request. Finally, the results proved the experimental
group was able to present the appropriate linguistic (sociopragmatics) and pragmatic
(pragmalinguistics) forms in performing the speech act of request. The findings indicate
that the pragmatic instruction was effective in helping learners obtain different forms
of request and strategies that enabled them to formulate appropriate requests. The study
implicates that teaching pragmatics in the Iraqi EFL context should be implemented by
EFL teachers to develop EFL learners’ pragmatic knowledge and enhance their
communicative ability in social contexts. |
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