USİNG CLASSROOM DEBATES TO DEVELOP EFL STUDENTS’ PRAGMATİC COMPETENCE AND CRİTİCAL THİNKİNG

This research aimed to investigate the possibilities of pragmatic failure done by Indonesian EFL students through their translation. This study employed theories by Thomas (1983) and Muir et al (2011) to answer the research question coming along with the problem concerned. As mentioned by Natrio (2018) that Indonesian EFL students lack pragmatic competence because they don’t recognize the intention of one language transferring is inappropriate. This research used a descriptive qualitative method in collecting the data. The data were coming from students‟ performance in translating short dialogue texts which contained idioms in them. The instrument given was two-way translation, English-Indonesian, and vice versa. As the result, this study found that the respondents experienced pragmatic failure in their performance which happened in several types, namely pragma-linguistic failure and socio-pragmatic failure, both of which were found in all types of texts given. It was also found that the failure that happened in English-Indonesian text was higher in number compared to the other type of text in which in all the data found, the failure in English –Indonesian text translation is 161 while in Indonesian-English text translation is 139. On the other hand, this study also revealed that the factors of the students‟ pragmatic failure that happened in their translation performance were coming from both the pragmatic transfer which influenced by either their native, source language or their understanding and lack of linguistic proficiency.

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Pragmatic competence in English at the VG1 level: To what extent are Norwegian EFL students able to adapt to contextual demands when making requests in English?

Acta Didactica Norge ◽

10.5617/adno.1089 ◽

2012 ◽

Vol 6 (1) ◽

Cited By ~ 2

Author(s):

Silje Brubæk

Keyword(s):

Second Language ◽

First Language ◽

Language Choice ◽

Pragmatic Competence ◽

Pragmatic Development ◽

L1 Transfer ◽

Strong Focus ◽

Completion Test ◽

Efl Students ◽

The Subject

The present article presents an investigation of Norwegian students of English as a foreign language (EFL) and their pragmatic competence in English. The importance of developing such a competence receives a strong focus in the English subject curriculum. However, very few studies have been conducted in the field of pragmatics in Norway, and even fewer Norwegian studies have focused on students’ pragmatic competence in a second language. The purpose of this study was therefore to investigate whether Norwegian EFL students would be familiar with and show awareness of English politeness norms and pragmatic conventions when having to communicate in English. Would they be able to adapt their language, choice of strategy and level of formality to the contextual demands when making requests in the second language (L2)? Forty students answered a simplified version of a discourse completion test (DCT) consisting of four different situations in which the students had to make requests. The results, which were analysed by means of Brown and Levinson’s theory of face threatening acts, indicated that most of the students were at one of the beginning stages of English pragmatic development. Their language use was characterized by first language (L1) transfer and overuse of familiar and informal expressions. When faced with more formal and demanding situations, they fell short and clearly lacked the knowledge and competence that would allow them to communicate successfully. It can be argued that these findings might indicate a lack of focus in Norwegian schools when it comes to developing students’ pragmatic competence. If this is true, an important part of the subject curriculum is being neglected.

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Enhancing Critical Thinking Through Calla In Developing Writing Ability Of EFL Students

Advances in Social Sciences Research Journal ◽

10.14738/assrj.611.7345 ◽

2019 ◽

Vol 6 (11) ◽

pp. 302-313

Author(s):

Hery Yufrizal

Keyword(s):

Critical Thinking ◽

Language Learning ◽

Academic Language ◽

Control Group ◽

Learning Approach ◽

Writing Achievement ◽

Writing Ability ◽

English Writing ◽

Efl Students ◽

Experimental Group

The objectives of this research are firstly to investigate the application of Cognitive Academic Language Learning Approach in improving students’ English writing ability andsecondly to answer what factors influence the students’ writing performance. The subjects of the research were the students of senior high schools in Indonesia consisting of a group of students as experimental group and as control group. The results showed that students improved their writing after they were involved in Cognitive Academic Language Learning Actvitities. Furthermore, the study also showed that levels of students’ critical thinking did not any significant effects toward their writing achievement

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Peer Feedback in Writing through Georgian EFL Undergraduate Students’ Eyes

Journal of Education in Black Sea Region ◽

10.31578/jebs.v3i2.135 ◽

2018 ◽

Vol 3 (2) ◽

Author(s):

Mariam MERKVILADZE

Keyword(s):

Critical Thinking ◽

Undergraduate Students ◽

Classroom Environment ◽

Teaching And Learning ◽

Writing Skills ◽

Peer Feedback ◽

Primary Objective ◽

Educational Institutions ◽

Efl Students ◽

The Subject

Throughout the years educators, educational experts, teachers and tutors have been in the constant search of effective ways of teaching and assessing writing. The views about assessment of writing have encountered changes over the years. Therefore, feedback has become one of the fundamental aspects of teaching and learning writing. Peer feedback is one of the special ways to share the knowledge about writing and at the same time to contribute to creating the learner-oriented classroom environment within which students become active participants of their own path of learning writing. The primary objective of the present study is to investigate Georgian higher educational institutions’ (HEIs’) undergraduate EFL students’ perception of peer feedback and its role in the process of developing their writing skills. The findings of the present study show that peer feedback is appealing for the learners, since they believe it develops their critical-thinking and self-reviewing skills and gives them the sense of active participation. However, the present research has also revealed that the elements of friendship-related bias need special attention and should be the subject of further research in that field.

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