Pragmatics Instruction and Its Effect on EFL Students’ Writing

k 2023

Pragmatics Instruction and Its Effect on EFL Students’ Writing

VOLDÁNOVÁ, Žaneta

Základní údaje

Originální název

Pragmatics Instruction and Its Effect on EFL Students’ Writing

Název česky

Výuka pragmatiky a její vliv na psaní u studentů AJ jako cizího jazyka

Autoři

VOLDÁNOVÁ, Žaneta

Vydání

Tenth Brno Conference on Linguistics Studies in English, 2023

Další údaje

Jazyk

angličtina

Typ výsledku

Prezentace na konferencích

Obor

50301 Education, general; including training, pedagogy, didactics [and education systems]

Utajení

není předmětem státního či obchodního tajemství

Označené pro přenos do RIV

Organizační jednotka

Pedagogická fakulta

Klíčová slova česky

pragmatika; výuka pragmatiky; studenti AJ jako cizího jazyka; psaní; kvaziexperiment

Klíčová slova anglicky

pragmatics; pragmatics instruction; EFL students; writing; quasi-experiment

Příznaky

Mezinárodní význam

Změněno: 24. 1. 2024 22:23, Mgr. Žaneta Voldánová

Anotace

V originále

Pragmatic aspects of utterances are an essential part of conveying a message successfully, be that through spoken conversation or written communication. Combining the disciplines of linguistics and didactics, the presented research deals with the impact of explicit pragmatics instruction on concepts such as speech acts, the co-operative principle, politeness, or explicitness and implicitness on EFL students’ writing skills. More specifically, it focuses on pragmatic aspects of the students’ texts in terms of their abilities to write formal and informal texts with regard to the addressee, context, and situation. The presentation aims to summarise preliminary data collected in a quasiexperiment carried out with the participation of university students of the Primary school teacher training programme. It was assumed that explicit pragmatics instruction and practice has a positive effect on the development of EFL university students’ writing skills. This hypothesis was tested with the use of a pre-test and a post-test and an assessment scale revolving around the pragmatic aspects of the texts. The students’ performance on the pre-test and posttest was compared both within and across the groups (control and experimental). The results indicate that the use of explicit pragmatics instruction on the concepts stated above is justified and helps the EFL students to produce texts with respect to the addressee and to express the message more appropriately to the context and given situation.

Návaznosti

MUNI/A/1335/2022, interní kód MU

Název: Výzkum v didaktice cizích jazyků

Investor: Masarykova univerzita, Výzkum v didaktice cizích jazyků

Citovat

VOLDÁNOVÁ, Žaneta. Pragmatics Instruction and Its Effect on EFL Students’ Writing. In Tenth Brno Conference on Linguistics Studies in English. 2023.

@proceedings{2365397,
   author = {Voldánová, Žaneta},
   booktitle = {Tenth Brno Conference on Linguistics Studies in English},
   keywords = {pragmatics; pragmatics instruction; EFL students; writing; quasi-experiment},
   language = {eng},
   title = {Pragmatics Instruction and Its Effect on EFL Students’ Writing},
   year = {2023}
}

TY  - CONF
ID  - 2365397
AU  - Voldánová, Žaneta
PY  - 2023
TI  - Pragmatics Instruction and Its Effect on EFL Students’ Writing
KW  - pragmatics
KW  - pragmatics instruction
KW  - EFL students
KW  - writing
KW  - quasi-experiment
N2  - Pragmatic aspects of utterances are an essential part of conveying a message successfully, be that through spoken conversation or written communication. Combining the disciplines of linguistics and didactics, the presented research deals with the impact of explicit pragmatics instruction on concepts such as speech acts, the co-operative principle, politeness, or explicitness and implicitness on EFL students’ writing skills. More specifically, it focuses on pragmatic aspects of the students’ texts in terms of their abilities to write formal and informal texts with regard to the addressee, context, and situation. The presentation aims to summarise preliminary data collected in a quasiexperiment carried out with the participation of university students of the Primary school teacher training programme. It was assumed that explicit pragmatics instruction and practice has a positive effect on the development of EFL university students’ writing skills. This hypothesis was tested with the use of a pre-test and a post-test and an assessment scale revolving around the pragmatic aspects of the texts. The students’ performance on the pre-test and posttest was compared both within and across the groups (control and experimental). The results indicate that the use of explicit pragmatics instruction on the concepts stated above is justified and helps the EFL students to produce texts with respect to the addressee and to express the message more appropriately to the context and given situation.
ER  -

VOLDÁNOVÁ, Žaneta. Pragmatics Instruction and Its Effect on EFL Students’ Writing. In \textit{Tenth Brno Conference on Linguistics Studies in English}. 2023.

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