摘要 :
The present research study probed into the field of Interlanguage Pragmatics (ILP)to investigate the motivations and development of the Pakistani ESL learners' pragmatic competence by using the survey and quasi-experimental resear...
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The present research study probed into the field of Interlanguage Pragmatics (ILP)to investigate the motivations and development of the Pakistani ESL learners' pragmatic competence by using the survey and quasi-experimental research designs, under the theoretical framework of Schmidt's Noticing Hypothesis (1990, 1993, 1994, 1995) and Communicative Language Teaching (CLT) approach (Hymes, 1972; Savignon, 1987;Hiep, 2007).The study was conducted on eighty (80) undergraduate Pakistani ESL learners to investigate; their motivation for learning pragmatic competence; the impact of teaching pragmatic competence on their learning achievements and on their level of language learning motivation; the comparative effectiveness of the explicit & implicit teaching methods on the pragmatic learning, and the retention effects of learning pragmatic competence.The Pakistani ESL learners' motivation for learning pragmatic competence was elicited by using a Likert scale questionnaire.Whereas, teaching pragmatic competence comprises of the instructional process of the Arnerican English Refusal patterns at two equal experimental groups of the Pakistani ESL learners.The one group was taught by the explicit teaching method, while the other was taught by the implicit teaching method.The purpose was to test the comparative effects of both modes of instructions to find out the approprieacy of each method.The assessment of pragmatic teaching effects was conducted by using pre, post, and delayed-post tests.All of these three tests were the Written Discourse Completion Tests (WDCT).The embedded mixed method:quantitative & qualitative was used for methodology and data analysis.The findings of the study show that the Pakistani ESL Learners possess good motivation to acquire and develop the English language pragmatic features.By putting in practice, the Communicative Language Teaching (CLT) model proved that the Pakistani ESL learners' pragmatic competence can be developed by teaching.The participants learnt how to refuse appropriately in the American English after the explicit and implicit instructions.The main reasons for the productive results of teaching effects were that the students were motivated, the teaching time and teaching methods were appropriate.Moreover, the results of post-tests depicted that the participants of the explicit group outperformed to the participants of the implicit group.The appropriate selection and the development of instructional materials to teach interlanguage pragmatics, lead to the Pakistani ESL learners' noticing of pragmatic features which, in turn, results in the acquisition of pragmatic competence, higher degree of pragmnatic awareness, and subsequently higher pragmatic motivation.The findings shows that the awareness of noticing may yield the development in the post-test and even in the delayed post-test in comparison with the pre-test.The learners in the explicit group also outpaced their implicit counterparts in learning the American English refusals.This outcome appears according to Bolster Schmidt's (1993) noticing hypothesis.Moreover, the Pakistani ESL learners can retain the learning of English refusal patterns after three months of instructions.This research has many implications for the future researches in second language acquisition, language learning motivation research, acquisition of interlanguage pragmatics and cross-cultural studies.This study is also very prolific in its pedagogical implications: ESL teaching and learning, course material development & designing in Pakistan or elsewhere.
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