Ariani, Musli (2021) Pragmatics instruction for efl learners: a case of pragmatic related episodes and request learning / Musli Ariani. Doctoral thesis, Universitas Negeri Malang.
Full text not available from this repository.Abstract
The findings of previous studies suggest the need to teach English pragmatics to L2/FL learners due to its crucial roles in communication. While research studies mostly concern with the outcome of learning pragmatics after treatments little has been paid regarding how instructional process of pragmatics help learners learn it how pragmatic related episodes aid learning and how these two occur in natural classroom setting instead of in preconditioned ones such as those in the previous studies. Therefore an in-depth study on the matter was conducted. Request was selected due to its face-threatening act characteristic and its major role in teaching learning process. The study was conducted at the English Language Education Department at the Faculty of Teacher Training and Education in a University in East Java. Participants were the instructors and the students from the classes of semester I III V and VII that implemented students-centered learning and interactive mode of communication. A case study design with multiple data collection and analysis was employed to answer the research problems. Data were collected using classroom observations interviews focus group discussions and WDCT. Thematic qualitative text analysis was utilized to analyze classroom observation interview and focus group data. An in-depth analysis using discourse analysis was conducted to the classroom observation data particularly the excerpts containing request use and pragmatic related episodes. The results were triangulated with those of interviews and focus group discussions. The findings have revealed that pragmatics instruction of request is realized in the form of minimum explicit and implicit teaching. It is mostly realized as natural language exposures in the form of request realizations during instructional process. Request realizations functioned as learning resources for students to respond to the speech act in the form of physical act written work and/or oral responses. The exposures showed students the stages in requesting pre stage request stage closing stage side sequence and insertion sequence. The instructors believed in various modes and strategies in using request in the classrooms including oral and written modes of requesting using polite remarks in asking students to do something and giving reinforcement remarks after the students accomplished it. Students admitted that they experienced request use during instructional process. Some of the students also learned request from their parents siblings or relatives. Some other students learned it from friends social media or web sites. The emergence of pragmatic related episodes (PREs) particularly that of request speech act was relatively small compared to that of request realizations during teaching learning process in all the observed classes. Most PREs were initiated by the instructors as responses to students rsquo problem of understanding their requests due to sociopragmatic aspects instead of pragmalinguistic aspects. PREs were realized in various ways such as repetition of the mode of requesting repetition of utterance in different lengths the use of varieties of intonation and gestures and the use of prompting or probing for request meanings and responses. All the instructors contributed to the initiations of PRE. However they varied in the execution of PREs. The students admitted that when the instructors scaffolded PRE to reach mutual understanding in classroom interaction they could understand the request delivered by the instructors Overall request realizations aided request learning of the students across semesters. Overall request realizations aided most for the request learning of form and function mapping instead of form function and context mapping as shown by the misuse of request strategy types in reference to the settings. Realizations of specific request strategy type appeared to help the students rsquo request learning better compared to the overall request realization. The instructors believed that their use of request during instruction in the way that raised mutual understanding could help the students understand what they asked them to do. They pinpointed the need to be clear in terms of delivery and intent of requesting to prepare what to ask to be polite and to please the students to encourage spontaneous responses or expected responses to occur and to reoccur in the future. The students demonstrated that they could produce request in English and could identify request strategy types. Their understanding about appropriate request use however varied considerably. They agreed that natural request exposures during instructional process had helped them understand both sociopragmatic and pragmalinguistic aspects of request speech act. Besides that most students experienced request exposures from technology-based interactions that took place within the range of local to global scope. Realizations of PRE aided request learning as shown by the production of request in both settings regardless of its relatively low occurrences. PREs engaged students in episodes that gave them learning experiences about the knowledge of request understanding its layers of meanings and producing it based on contexts. The instructors believed that they needed to initiate PRE for the students to give spontaneous responses to their request and to foster mutual understanding. The students confirmed that they were given a space to understand and to digest what the instructors requested. They agreed that PRE had led them to voluntarily respond to request suggesting that learning was underway. The students acknowledged some aspects that needed to consider when asking someone to do something such as the reason why asking the person the manner in requesting timing mood clarity politeness and the need to please the person being asked. Future research may concern with the investigation of the phenomenon under wider groups of participants to gather vast range of data. An explorative study under the same topic with more efficient and effective research design can be worth conducting to explore the maps of instructors rsquo and students rsquo pragmatic competence with the highlight on their sociopragmatic sensitivity. Finally it is necessary to implement and to test the generated frameworks based on the key findings of the research to raise instructors rsquo and students rsquo awareness of the pragmatics aspects of request.
| Item Type: | Thesis (Doctoral) |
|---|---|
| Subjects: | L Education > L Education (General) |
| Divisions: | Fakultas Sastra (FS) > Departemen Sastra Inggris (ING) > S3 Pendidikan Bahasa Inggris |
| Depositing User: | library UM |
| Date Deposited: | 08 Dec 2021 04:29 |
| Last Modified: | 09 Sep 2021 03:00 |
| URI: | http://repository.um.ac.id/id/eprint/263326 |
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