Based on cross-cultural pragmatic research perspectives, the present study aimed at comparing the attainment of speech acts of invitation between Indonesian and Yemeni EFL learners. The study participants were 30 undergraduate students from Airlangga University, Indonesia, and 30 undergraduate students from Sana’a University, Yemen. All of the participants were different in terms of their cultural background. The data were gathered by using Discourse Completion Task (DCT) and then analyzed on the bases of Bruder and Tillitt (1999), Al-Khatib (2006), and Suzuki (2009) compilations of invitation strategies. The findings of the study displayed some similarities and differences in terms of invitation making. Some invitation strategies seemed to be culturally specific to one culture and others are universal across the two cultures. In this regard, Indonesian EFL learners preferred to be indirect in the use of speech acts while invitation making with the high preference to use Yes/No questions, asking for willingness and Wh. questions strategies. They believe that the use of such strategies helps them to add some polite expressions that they use in their daily conversation while using their first language. In contrast, Yemeni EFL learners favored being direct in the use of the speech act of invitation, with the highest percentage of imperative strategy followed by Yes/ No questions strategy. This might show a portion of the effect of their first language on their answers. They also know that direct invitations are mostly accepted in their culture. Besides, the findings of the study revealed that Indonesian and Yemeni EFL learners translated the utterances in their mother tongue into the target language without considering the variations between the two languages in patterns of sentences and the order of words. Implications of the study are supplied too.
The Yemeni EFL learners are prone to share their knowledge and views regarding what and how to say. The constraints of combining this expertise have hampered learners’ writing success. Those obstacles can cause learners to make errors. Error Analysis (EA) and Surface Strategy Taxonomy (SST) were used to analyze learners’ linguistic errors. Error causes were also investigated. This research used a qualitative process style to use a case study approach. Ellis’ five-step EA procedure was followed to analyze essay data each comprising 100-350 words or more written by 20 Yemeni EFL eighth semester Arabic-speaking learners at the Department of Education, Sana’a University, Yemen. They were purposely selected as research subjects. It was noticed that omission was the most common error detected in the learners’ writings. Overall, this form of error accounted for 58.71% of 118 cases out of 201 cases. The learners’ common error categories were the number marker, verb-tenses articles, prepositions, subject-verb agreements, and pronouns. This was preceded by addition (20.39%), incorrect formation (15.92%), and word order (4.97%). Intralingual transfer turned out to be the key reason that caused the errors in the learners’ writing. Any of the interlinguistic comparisons was the cause behind the errors. In terms of verb conjugation component, inflectional morpheme, and auxiliary verb abandonment, Arabic and English have different formal definitions. Interlingual transfer and learning context also caused errors. To prevent errors from fossilizing, language instructors should provide continual corrective feedback, and learners should pursue the correct target language form.
Teachers' views influence how they choose pedagogical methods and how they execute teaching practices in the classroom. An investigation of teachers' views regarding the notion of "language socialization" (LS) and how it may be used to enhance pedagogical application via the use of social networking technologies (SNTs) in a Yemeni EFL setting is the subject of this study. In this study, 30 EFL teachers participated in a survey. Five males were interviewed out of the total number of participants. The findings revealed that the vast majority of teachers had good associations with LS as a teaching method and positive reactions to the use of SNTs in the EFL classrooms even though most participants had never used SNTs in their own classrooms. Because of a lack of access to and training in the usage of SNTs, teachers have been prevented from integrating them into their classrooms when teaching English. This suggests that instructors recognize the important functions that SNTs play in improving students’ language learning and socialization but that they lack first-hand experience and training in how to use them in their classrooms effectively. That there is a shortage of provision must be addressed as soon as possible to guarantee that Yemeni English as a foreign language teachers and their students have the chance to engage with new technologies in order to enhance their educational experiences critically.
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