Developing Pragmatic Competence Using EFL Textbooks: Focus on Requests

Barron, Anne

doi:10.20533/licej.2040.2589.2016.0288

Cited by 17 publications

(46 citation statements)

References 10 publications

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“…Consequently, there is need for EFL instructors incorporate teaching pragmatic into their English language teaching that is because that teaching pragmatic facilitates the learning speech act of request, and enable learners to communicate in any situation successfully. In particular, language use in some materials does not seem to present a good source of speaker-hearer communications (Barron, 2016). Therefore, there is no evidence that classroom teachers combine teaching pragmatic into their English language teaching.…”

Section: The Necessity For Teaching Pragmatic In Efl Classroommentioning

confidence: 99%

The Essential Role of Teaching Pragmatic in the Iraqi EFL Classroom

2019

JEP

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This study described the necessity for teaching pragmatic in EFL classroom, research on pragmatics in EFL learning and teaching. The study was presented by a public curriculum lead that prioritizes the necessity for teaching students' pragmatic to increase their ability to use language successfully in social and academic communications. Additionally, Many English teachers fail to offer pragmatic ability in classroom that is because the lack of understanding of teaching pragmatic. There is increasing material of studies on value of teaching pragmatic on increasing EFL students' communication, as well as usage of request. However, the scholars have pointed to concentrate on how English learners require new approach such as teaching pragmatic to develop the students' production of request in the EFL schoolroom. The new approaches of teaching pragmatic to these Iraqi EFL learners have been discussed in details of the current study.

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Section: The Necessity For Teaching Pragmatic In Efl Classroommentioning

confidence: 99%

The Essential Role of Teaching Pragmatic in the Iraqi EFL Classroom

2019

JEP

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“…Researchers have adopted this approach to focus specifically on the speech act of requests, as seen in English as a second or foreign language textbooks (e.g. Barron, 2016;Campillo, 2008;Usó-Juan, 2008).…”

Section: The Potential Of Textbooks As Pragmatic Input For L2 Learnersmentioning

confidence: 99%

“…Ultimately, many studies have since utilized either typology of request head act strategies (e.g. Barron, 2016;Bilbow, 1997;Campillo, 2008;Wigglesworth & Yates, 2007), with small modifications or additions to the categories informed by their respective dataset. The present study used Trosborg's (1995) typology of request realization strategies as an analytical framework to identify request head acts in both datasets.…”

Section: Analytical Framework Used To Identify Requests Head Actsmentioning

confidence: 99%

“…Although the present study focuses specifically on workplace English language textbooks, these findings align with previous research that have analyzed the presentation of requests head act strategies in English as a second or foreign language textbooks. For example, Barron (2016) investigated the pragmalinguistic presentation of requests in one German English as a foreign language textbook series. Although Barron's study calculated request strategies found within 14 selected exercises instead of calculating the overall frequency of occurrence, ability questions were also the most commonly seen conventionally-indirect (hearer-based) strategy (27.8 percent), followed by willingness questions (5.5 percent) (p. 2175).…”

Section: Request Head Act Strategiesmentioning

confidence: 99%

“…Previous research using naturally-occurring or elicited data has identified these two request strategies as the most frequently used for native English speakers (e.g. Barron, 2016;Blum-Kulka & Olshtain, 1984;Trosborg, 1995). Thus, the findings of the present study are promising in the sense that from a frequency-based perspective, the pragmalinguistic input provided by the workplace language textbooks reflects the most frequently used request strategies by native English speakers.…”

Section: Request Head Act Strategiesmentioning

confidence: 99%

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The Pragmatics of Requesting in the Canadian Workplace: A Comparative Investigation of Requests Presented in Workplace ESL Textbooks and Oral Discourse Completion Task Responses

Ross¹

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Within the workplace, pragmatic competence contributes to the performance of difficult speech acts such as requests (Wigglesworth & Yates, 2007). A prevalent concern in teaching second language (L2) pragmatics involves pedagogical materials (Bardovi-Harlig, 2017). Although previous research has found discrepancies in pragmatic language seen in L2 textbooks and elicited responses via discourse completion tasks (DCTs) (e.g. Pablos-Ortega, 2011), workplace language textbooks have seldom been investigated. Therefore, the present study used speech act typologies (Alcón, Safont & Martínez-Flor, 2005; Trosborg, 1995) and criteria for conventional expressions (Bardovi-Harlig, 2012) to identify the most frequently-occurring requests in 17 workplace language textbooks. The same process was applied to 30 native English speakers' elicited, audio-recorded oral DCT responses. Significant differences were found in the frequency of request types identified in the textbooks and elicited responses. The results suggest that workplace language textbooks provide insufficient pragmatic input for L2 learners who are preparing for the workplace.

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