The Assessment Tool Of L2 Learners' Pragmatic Competence: Written Discourse Completion Test (WDCT)

Aufa, Fauzul

doi:10.20885/jee.vol6.iss1.art3

Cited by 6 publications

(5 citation statements)

References 7 publications

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“…The results supported the effectiveness of explicit instruction in some variations of linguistic forms that assisted in improvement of learners' pragmatic competence (Aufa, 2013).…”

Section: Literature Reviewsupporting

confidence: 66%

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Investigating Teachers’ Perceptions and Instructional Practices Regarding Form- Focused Instruction of Speech Acts in Iranian EFL Context

Shahi

Gharagozloo

Raissi

2021

Preprint

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This study aims to investigate Iranian EFL teachers’ perception and instructional practices towards form-focused instruction of speech acts specifically request, apology and invitation. To this aim, through sequential explanatory mixed methods design the researchers used criterion sampling and 30 English language instructors in Islamic Azad University (IAU) of North Tehran Branch served as the subjects. To attain general perception and teaching practices of instructors towards form-focused instruction of speech acts, they were asked to answer a pragmatic questionnaire. Besides, in order to achieve an enhanced awareness concerning instructors’ perceptions and practices regarding form-focused instruction a semi-structured interview was conducted for the same 30 English language instructors. Finally, six classes were observed by the investigators through convenience sampling. Likewise, through the triangulation approach, the investigators studied and merged the required data. The statistical results of the quantitative and qualitative data analysis revealed that form-focused instruction of speech acts is mostly focused by the Iranian EFL instructors. Most of them agreed with the use of explicit strategies for instructing request, apology and invitation speech acts rather than implicit strategies. Additionally, the explicit strategies were used by most of the instructors in EFL classes. The results of the current study are beneficial for syllabus directors and scholastic administrators to have a different outlook towards the curricula and textbooks' content, particularly for EFL settings.

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“…The results supported the effectiveness of explicit instruction in some variations of linguistic forms that assisted in improvement of learners' pragmatic competence (Aufa, 2013).…”

Section: Literature Reviewsupporting

confidence: 66%

“…Concerning this issue, Aufa (2013) investigated the e ciency of DCT (Discourse Completion Task) as an explicit pragmatic teaching to assist second language learners in enhancing their pragmatic competence.…”

Section: Literature Reviewmentioning

confidence: 99%

Investigating Teachers’ Perceptions and Instructional Practices Regarding Form- Focused Instruction of Speech Acts in Iranian EFL Context

Shahi

Gharagozloo

Raissi

2021

Preprint

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“…The test was designed to draw responses likely to occur with Front Office agents in hotels. Aufa (2012) mentioned that WDCT could be used to measure L2 learners' pragmatic competence. In addition, with its practicability, it is effective to collect data from several respondents simultaneously.…”

Section: Methodsmentioning

confidence: 99%

Hospitality Students’ Pragmatic Competence in Apology

Prima¹,

Hartono²,

Windawaty³

2023

ELTICS

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When dealing with guests’ complaints using English language, hospitality frontliners at hotels in Indonesia will also rely on their pragmatic competence to satisfy the guests. This research is aimed at analyzing the strategies used by hospitality students in handling guests’ complaints especially in terms of apologizing and whether there is a significant difference between those with part-time job experience and those without the experience. The study utilized quantitative method by collecting responses (n =22) using Written Discourse Completion Task (WDCT). Using the categorization of apology strategies (Cohen, 1986), the results show that the most frequently used strategies are expressing apology and offering repairs. Other strategies such as admitting responsibility and explaining are used much less frequently, while promise of forbearance was never used. Furthermore, after performing t-test, the 13 participants who took part-time jobs (M = 1.76, SD = 0.25) compared to the nine participants in the control group (M = 1.38, SD = 0.33) demonstrated significantly better at using strategies in apology for handling complaints, t(14) = 2.87, p = .01.

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“…However, measurement is difficult to determine with the task in conversation and the various conversation simulations (Bardovi-Harlig, 2013). For instance, as Aufa (2016) indicates some effective tools that are used to assess students' pragmatic competencies are role plays, multiple-choice oriented questionnaires, rating scale assessments, simulations, interviews, and Written Discourse Completion Test (WDCT).…”

Section: How To Develop Students' Pragmatic Competencementioning

confidence: 99%

“…On the other hand, regarding its practical use, representing students' pragmatic competencies, showing how learners use language as a tool for communication within the context compared to other assessment tools, the popularity of the WDCT has been apparently accepted (Hudson et al, 1995;Jie, 2005;Roever, 2005;Jianda, 2006;Xu and Wannaruk, 2015;Aufa, 2016;Tajeddin and Bagherkazemi, 2021;Bagherkazemi and Harati-Asl, 2022). Considering the reliability and validity aspects, the WDCT has been approved, and it can be applied as a valid and avail assessment of language learners' pragmatic competencies.…”

Section: How To Develop Students' Pragmatic Competencementioning

confidence: 99%

The relationships between students’ comprehension of conversational implicatures and their achievement in reading comprehension

Çiftlikli

Demirel

2022

Front. Psychol.

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The most important thing in effective communication is understanding not only what is said, but also why it is said. Therefore, the development of pragmatic competence in another language is essential to be able to communicate effectively. Pragmatic competence plays an important role in enabling interlocutors to work out what is intended by what is said. In this sense, special emphasis should be placed on the pragmatic aspects of language in order to enable language learners to use language appropriately. In this regard, this study aims to investigate whether there is a relationship between students’ comprehension of conversational implicatures and their achievement in reading comprehension. To this end, the data were collected from first-year 122 students at one of the private universities in northern Cyprus with different bachelor’s degrees via the Multiple-Choice Discourse Completion Test (MCDCT) and the reading test. The quantitative data were analysed by means of A Pearson Correlational Analysis, Simple Linear Regression, and Canonical Correlational Analysis. The results of the study revealed that comprehension of conversational implicatures of first-year university students is positively related to their achievement in reading comprehension. Moreover, it has been depicted that among the eight implicature types, topic change, indirect refusal, and disclosure are more related (0.855) to reading comprehension. Therefore, these three implicature types provide the most contribution to the participants’ comprehension of conversational implicatures. As it is, they are more powerful predictors of reading comprehension. In addition to these results, there is only one high positive correlation among the six reading subskills; that is between the subskill to identify ideas and opinions of the writer and the subskill to scan a text to find specific information (0.749). In the light of the findings, this study yields crucial implications for language teachers, material developers, and curriculum designers to take full advantage of these associations for promoting EFL learners’ achievement in reading and comprehension of conversational implicatures in the target language.

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The Assessment Tool Of L2 Learners' Pragmatic Competence: Written Discourse Completion Test (WDCT)

Cited by 6 publications

References 7 publications

Investigating Teachers’ Perceptions and Instructional Practices Regarding Form- Focused Instruction of Speech Acts in Iranian EFL Context

Investigating Teachers’ Perceptions and Instructional Practices Regarding Form- Focused Instruction of Speech Acts in Iranian EFL Context

Hospitality Students’ Pragmatic Competence in Apology

The relationships between students’ comprehension of conversational implicatures and their achievement in reading comprehension

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