Requesting in an EFL Institutional Context: Comparing and Contrasting WDCT, ODCT, and Role-Play with Natural Method
Journal Title: Research In English Language Pedagogy - Year 2019, Vol 7, Issue 2
Abstract
Pragmatic assessment has recently opened up a new line of inquiry for many interested researchers within the realm of L2 pragmatics. Accordingly, different methods have been proposed to assess pragmatic competence. Drawing on request speech act, this study aimed at comparing and contrasting Written Discourse Completion Task (WDCT), Oral Discourse Completion Task (ODCT), and Role-play with the natural method in terms of five dependent variables: length, repetitions, omissions, inversions, and exclamation particles. To this end, 27 intermediate level EFL learners were asked to make two requests with contextual features of low-status, low-imposition, and two requests with contextual features of high-status, low-imposition using each of the three elicitation techniques. Having recorded the natural talk-in interactions of all students and teachers over 15 weeks, the researchers transcribed the gathered data for further in-depth pragmatic analysis. To analyze the data, Chi-Square and binominal tests were run. The findings indicated that role-play yielded the data closest to the natural method in terms of the dependent variables and the differences between role-play and the natural method were less significant than those inherent in WDCT and ODCT. The study implies that more authentic and natural data can be elicited by incorporating features of the natural method into the other pragmatic data collection procedures, namely, WDCT and ODCT.
Authors and Affiliations
Rasoul Mohammad Hosseinpur, Reza Bagheri Nevisi, Abdolreza Lowni
Keywords
Related Articles
- EP ID EP625358
- DOI 10.30486/relp.2019.665953
- Views 127
- Downloads 0
Intermediate EFL Learners’ Shyness, Communication Apprehension, the Accuracy and Fluency of their Oral Performance
Achieving proportionate levels of accuracy and fluency in oral proficiency seems extremely far-fetched to many adult learners whose enthusiasm to learn through participation in communicative tasks is adversely influenced...
Using Convergent and Divergent Tasks through Critical Thinking in Writing Classes
This study examined the comparative impacts of convergent and divergent tasks while employing critical thinking techniques on EFL learners’ writing. Accordingly, 60 male and female learners were chosen from a group of 90...
A Cross-Disciplinary and Linguistic Study of Context Frames in Research Article Abstracts
This study intends to scrutinize the realizations and discourse functions of context frames in research article abstracts written by native and non-native writers of English from four disciplines namely: Applied Linguis...
A Comparative Evaluation of Iranian ELT PhD Curriculum: Reappraisal of Goals, Admission Criteria and Course Requirements in Iran
The present study made attempts to evaluate the Iranian ELT PhD curriculum as compared to that of five high-ranking foreign universities from the United States, Turkey and Ireland. For this purpose, the corresponding cur...
The Effect of Systematic Implementation of Formative Assessment on Male and Female EFL Learners’ Academic Achievement
Substantial claims have been made that Formative Assessment (FA), if practiced effectively, improves learning. This study aimed at exploring the effect of FA on EFL learners’ academic achievement. The population included...