Farooq AlTameemy; Shadi Majed AlShraah; Alya Alshammari
Abstract
This study addresses the gap in research on the interlanguage pragmatic knowledge of Saudi English learners across two proficiency levels. Recognizing the lack of understanding of interlanguage characteristics within the Saudi context, the research conducts a comprehensive examination of interlanguage ...
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This study addresses the gap in research on the interlanguage pragmatic knowledge of Saudi English learners across two proficiency levels. Recognizing the lack of understanding of interlanguage characteristics within the Saudi context, the research conducts a comprehensive examination of interlanguage pragmatic competence in High Achievers students (HAs) and Low Achievers students (LAs). Using a Discourse Completion Task (DCT) that incorporates essential social variables such as power (P) and distance (D), the study aims to elicit supportive moves in request utterances. Findings indicated that HA students significantly employed a wider variety of linguistic patterns in mitigated request utterances in comparison to LAs. HAs demonstrated awareness of both social power and distance in realizing and producing speech acts, while LAs exhibited less consciousness of social variables influencing external modifications. The study further emphasizes the substantial impact of language proficiency on the use of supportive moves among Saudi EFL learners.
Shadi Majed AlShraah; Enas Mohamed S. Aly; Saleem Mohd Nasim
Abstract
Interlanguage pragmatic studies predominantly focus on teaching and learning English as a second or foreign language. However, there is a substantial research gap in understanding the interlanguage characteristics of those learning English as a second language, particularly within the Saudi context. ...
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Interlanguage pragmatic studies predominantly focus on teaching and learning English as a second or foreign language. However, there is a substantial research gap in understanding the interlanguage characteristics of those learning English as a second language, particularly within the Saudi context. To bridge this critical gap, this paper undertakes a comprehensive examination of the interlanguage pragmatic competence exhibited by a cohort of 51 High Achievers (HAs) juxtaposed with 48 Low Achievers (LAs). A Discourse Completion Test (DCT) and the Scale-Response Questionnaire (SRQ) were administered to elicit request utterances. The paper concludes that HAs tended to use a wide range of linguistic forms in using mitigated request expressions significantly compared to LAs’ performance. Regarding the influence of contextual variables, HAs showed more awareness of both social power and distance compared to LAs. In conclusion, there is a robust connection between language proficiency and the pragmatic competence of request acts among Saudi learners.
Shadi Majed AlShraah; Haliza Harun; Aa-ieshah Abrahams Kariem
Abstract
The previous three decades have seen a growing body of research into interlanguage pragmatics (ILP), language proficiency, and their effects on pragmatic competence. One of the most important independent aspects in the field of ILP development is language ability. This study which involved 98 Saudi learners, ...
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The previous three decades have seen a growing body of research into interlanguage pragmatics (ILP), language proficiency, and their effects on pragmatic competence. One of the most important independent aspects in the field of ILP development is language ability. This study which involved 98 Saudi learners, was conducted to determine whether there was a relationship between language proficiency and pragmatic production and realization. This study depended basically on the Cross-Cultural Speech Act Realization Pattern and politeness theory to analyze the gathered data using a Discourse Completion Task. Findings showed that there were no statistically significant differences in the Directness Level according to the variable of proficiency between the two groups. However, there were statistically significant differences in Conventionally Indirect in producing request acts. Regarding Non-Conventionally Indirect, only the high achiever group employed this strategy. Furthermore, results indicated that language proficiency had a significant influence on Saudi EFL learners’ production and comprehension of the request act.