The Use of Discourse Completion Task (DCT) As Explicit Instruction On Indonesian Efl Learners' Production of Suggestion Acts

Aufa, Fauzul

doi:10.20885/jee.vol5.iss2.art2

Cited by 8 publications

(11 citation statements)

References 14 publications

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“…There are studies that have proposed this idea. For example, studies that have been conducted by Aufa (2014) and Byon (2006). Both studies indicate the need of explicit cross cultural pragmatic teaching in order to raise the awareness of different utterance due to different situation.…”

Section: Resultsmentioning

confidence: 99%

An Analysis of Students' Sociocultural Competence in Delivering Suggestion Speech Act

Melati¹,

S²

2017

Proceedings of the Ninth International Conference on Applied Linguistics (CONAPLIN 9)

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This paper is aimed at describing English students' competence at Universitas Jambi in performing speech act of giving suggestion as one of speech acts studied in English subject. Discourse Completion Test (DCT) is used as data collection method and the taxonomy of suggestion linguistic realization strategies by Martinez-Flor (2005) is used as the framework for analyzing data. The framework divides suggestion strategies into three main categories, namely direct, conventionalized form, and indirect. The finding suggests that most students employ conventionalized form of delivering suggestion, while others tend to be more direct. Only a small number of them use impersonal and hint as indirect strategy in delivering suggestion. It seems that students do not use many variations when producing suggestion speech act. However, some of the data interestingly show some modification strategies to downgrade the imposition a suggestion might have. Finally, it is expected that this research can contribute to developing the teaching and assessing of students' sociocultural competence particularly at

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Section: Resultsmentioning

confidence: 99%

An Analysis of Students' Sociocultural Competence in Delivering Suggestion Speech Act

Melati¹,

S²

2017

Proceedings of the Ninth International Conference on Applied Linguistics (CONAPLIN 9)

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“…Questionnaire is employed in the current study because this instrument allows control over the contextual variables that appear in the situational description ( Aufa, 2014). Srivastava & Hopwood, (2009) claimed that the questionnaire is not enough to collect data because "we cannot observe feelings, thought, intentions, and behavior".…”

Section: Methodsmentioning

confidence: 99%

A Pragmatic Study of Swearing Objects and Expressions in Jordanian Arabic

Banikalef¹

2020

IJL

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This research paper aims at exploring the swearing objects and expressions that are used in Jordanian Arabic, particularly in the Mafraq Governorate. This study provides foreigners with enough information on swearing objects and expressions in the Mafraq Governorate. The stratified sample which allows selecting a separate simple random sample from each population stratum was applied in the current research. Questionnaire and interview method were employed in this study. The study found that Jordanians in Mafraq Governorate use fifteen swearing objects, including swearing by imaginary custodians as a unique swearing object for this area of Jordan. Various swearing expressions are used when people in Mafraq swear by these objects. The research paper concludes that there are differences in the percentage of using swearing objects between Mafraq Governorate and other northern parts of Jordan. The research paper recommends a new study of swearing objects and expressions in the whole of Jordan. A comparative study of swearing objects and expressions between Jordan and a certain western country, particularly a native English country is recommended.

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“…The DCTs were designed by the researcher based on research studies that made use of DCTs (Archer, Aijmer & Wichmann, 2012 ; Chen & Rau, 2013 ; Jernigan, 2007 ; Kasper & Dahl, 1991 ; Kasper & Roever, 2005 ; Martínez-Flor & Uso-Juan, 2011 ). The situations presented in the tasks all included the following information: The setting, social distance and social status (Alemi, Rasekh & Razanjad, 2014 ; Aufa, 2014 ; Chen & Rua, 2013 ; Kasper & Roever, 2005 ; Martínez-Flor & Uso-Juan, 2011 ). The scoring of the DCTs was conducted by a third party in an effort to avoid researcher bias.…”

Section: Methodsmentioning

confidence: 99%

Facilitating pragmatic skills through role-play in learners with language learning disability

Abdoola

Flack

Karrim

2017

SAJCD

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BackgroundRole-based learning involves the process whereby learners acquire skills, knowledge and understanding through the assumption of roles within real-life settings. Role-play holds potential as an effective learning strategy for children; however, there is limited research on the use of role-play as a therapy method within the field of speech-language pathology. Children with language learning disability (LLD) typically present with difficulties in social communication, which can negatively affect their social and academic achievement.AimThe aim of this study was to determine the effectiveness of role-play as a therapy approach targeting the pragmatic skills of stylistic variation and requesting for clarification in learners with LLD.MethodThe use of combined positivist and interpretivist paradigms allowed for the implementation of an embedded mixed methods design. An experimental pretest-posttest design was implemented. Eight participants, who were learners with a diagnosis of LLD, were purposefully selected. Data collection was conducted over five phases, utilising the Clinical Evaluation of Language Fundamentals (4th Ed.) Pragmatics Profile, discourse completion tasks, session plans and session records. Quantitative data were analysed using descriptive statistics and were supplemented by qualitative data from session records.ResultsResults revealed improvements in stylistic variation and requesting for clarification post role-play intervention, with minimal changes in the control group. Limitations of the study have been reported for consideration when interpreting results.ConclusionRole-play as a therapy approach targeting two pragmatic skills, stylistic variation and requesting for clarification, was found to be beneficial for learners with LLD. Recommendations for the implementation of role-play as a therapy approach were made.

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The Use of Discourse Completion Task (DCT) As Explicit Instruction On Indonesian Efl Learners' Production of Suggestion Acts

Cited by 8 publications

References 14 publications

An Analysis of Students' Sociocultural Competence in Delivering Suggestion Speech Act

An Analysis of Students' Sociocultural Competence in Delivering Suggestion Speech Act

A Pragmatic Study of Swearing Objects and Expressions in Jordanian Arabic

Facilitating pragmatic skills through role-play in learners with language learning disability

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