Effects of the Continuation Tasks as a Predictor of Pragmatic Competence on Writing Proficiency

Abstract

Abstract:The paper reports on an experimental research study aiming at investigating the effectiveness of employing the continuation tasks in developing EFL student' pragmatic writing skills. To assess the actual effect of the continuation tasks as a predictor of target language pragmatic competence on writing proficiency, the author proposes a task-based approach to achieve pragmatic appropriateness in writing. It is conducted over two pairs of undergraduate students, of whom one pair is regarded as the control group exposed to the traditional writing, the other as the experimental group exposed to the continuation tasks. Procedures are guided by a task-based framework involving stages: 1) pre-task, 2) task cycle, 3) language focus. Measurement tools include: 1) questionnaires of Pragmatic Writing Skills in the pre & follow-up test; 2) the assessment & scores of pre, post & follow-up writings; 3) interviews. Results indicate the continuation tasks' contributing to more appropriate use of target language pragmatic features in writing. Thus the pedagogical implications of this study suggest providing opportunities for language learners to have interaction with target language writers in foreign language contexts through the continuation tasks.

The Effectiveness of a Program Based on Cognitive Approach and Corrective Feedback in Developing High Institute of Engineering and Technology Students’ EFL Oracy performance, Technical Vocabulary Use and Reducing Their Communicative Apprehension

“…The problem of the present research is emphasized through the following ways: a) Through the researcher's experience as an EFL expert instructor, it was obvious thatEFL High Institute Engineering and Technology students lack oracy performance and encounter communicative apprehension; Some students do not feel relaxed and confident while communicating in English. b) Reviewing the previous studies that tackled oracy performance (Xia ,2017;Zhang ,2015;Chikh ,2016;AlSaleem ,2018) and communicative apprehension (Leong and Ahmadi ,2017;Al-Otaibi ,2016;Ireland ,2016;Rezeq &Taha ,2018). These studies revealed that there is a profound weakness in oral performance as well as and encounter communicative apprehension among EFL students.…”

“…Generally, developing oral performance is an essential demand of many language researchers. For example, for example, Xia (2017)investigated the extent to which continuation tasks could develop EFL students' oral performance. He used the quasiexperimental design (pre-post control/ experiment groups design).…”