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English hedges are common in native speakers’ communication, without hedges speakers may be perceived as unnatural or too direct. It has been thought that teacher talk is a means which can facilitate EFL learners’ awareness and use of English hedges. The questionnaire was used to investigate teachers’ perceptions of hedges and the significance of hedging in classroom instruction for developing learners’ pragmatic competence. The findings of the current study show that teachers have positive perceptions of the facilitative roles and pragmatic functions of English hedges. They believe the significance of hedging in classroom instruction; however, they think that it is difficult to develop students’ pragmatic competence via teacher talk because there is a lack of context in classroom for hedging and whether or not teachers hedge in instructional language depends on teaching content and students’ proficiency level.
The main objective of language education is to enable students to communicate effectively. In order to achieve that objective, students need to master pragmatic competence. One of the pragmatic competences which needs to be mastered by students is the ability to use hedging devices. This ability is even more essential for students in tertiary level of education due to the some conventions which need to be followed. Failures in using hedges properly can threat the face of students and other stakeholders in academic contexts. This research aims at investigating how hedges are used by the tertiary students when addressing questions in a discussion session of a presentation. This research is a qualitative research employing interaction analysis method. The participants in this research were nine students of Language in Use course of master of English education program in a state university in Bandung. The findings demonstrate that hedges were found in all questions addressed to the presenters and the lecturer. Introductory phrases were the most frequently-used forms used to hedge and hedges function mostly to attenuate epistemic commitment in addressing questions. Although hedges were used when addressing questions in a discussion session of a presentation, some findings indicate that the hedges were not entirely in line with academic conventions. Based on the findings, the recommendations given are 1) that further research on the use of hedges in academic contexts be conducted, 2) teachers and lecturers raise students' awareness of the importance of pragmatic competence, and 3) teachers and lecturers give more concerns to provide students with pragmatic competence.
International Journal of Social Sciences & Educational Studies
Pragmatic Competence as an Integral Part of EFL Teaching.pdf2017 •
In many recent studies teachers and other professional educators in EFL circles highlight the importance of teaching pragmatic competence as a vital part of language teaching curriculum. This probably was the result of generations of learners of English language who completed their studies in the foreign language with a relatively good general language proficiency but weaker skills to interpret the messages and intentions that are conveyed in conversations, correctly. This particular competence is referred to as pragmatic competence. This paper aims to overview most widely used techniques to teach pragmatic competence in an EFL classroom as well as provide theoretical background for the concept and closely related notions such as speech acts and politeness strategies.
The growth of English and its further implementation in various domains have become more and more vital in Algeria. Learners are highly interested in the English language and its use effectively and appropriately. Thus, the ability to use English adeptly is essential if language learners are to achieve communicative competence to develop pragmatic competence. Many researchers have tended to heed largely on the teaching of pragmatics rather than on how students acquire pragmatic competence. Its importance has been increasingly carried out, but a few researches on how to achieve it have been done. For this reason, this study investigates students' use of language learning strategies (LLSs) to improve pragmatic competence and to enhance the learning of English as a foreign language as well. It aims also at raising learners' awareness of the importance of pragmatic knowledge and LLSs for classroom instruction. To carry out this investigation, a sample of 10 pre-intermediate, 10 intermediate and 10 advanced learners was taken. To collect data, a questionnaire was given to students in which, they are asked to fulfil the LLSs they think are necessary to improve their pragmatic competence. The results showed that applying LLSs, namely, direct strategies could help them achieve communicative competence and hence become pragmatically competent learners.
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE
Efl University Students Employed a Criteria of Hedges During Their Speaking Class Within the Academic SettingCommunication becomes an essential aspect in language classroom because it bridges the meaning of a person’s ideas. Therefore, as foreign language learners, the students have to have a good understanding at how to interact effectively with other students. Regarding to this, the researcher considered it is crucial to investigate English Foreign Language (EFL) university students’ ways in communication during their speaking class which includes hedges. The objectives of the research was to find out the types of hedges employed by EFL university students during their speaking class within the academic setting. This study was conducted at Politeknik LP3I Makassar and it was focused on the students in the first semesters in subject Basic Speaking with the total participants were 23 students of one class. The method used was descriptive qualitative method. There were 3 recordings based on the students’ interactions in the classroom. The theory from Riekkinen and Svarova (2009) ...
2020 •
In the pedagogy of language education, the importance of teaching English pragmatic competence has received considerable attention lately. As an attempt to contribute to literature in this field, this study investigated the importance of teaching pragmatic competence in English as a Foreign Language (EFL) context. It explored the extent to which Saudi EFL teachers implement pragmatic competence features in their daily classroom practice. It also identified the difficulties they encounter during classrooms procedures and practices. In order to achieve the study objectives, a mixed
Language Awareness
Pragmalinguistic Awareness in EFL Teacher Training2001 •
This study investigates to what extent Turkish teacher trainees have learned about pragmalinguistics even though it was found to be under represented in the course programme (Karatepe, 1998). It focuses particularly on realisation of indirect requests, in English and its use in different contexts by both NS and Turkish teacher trainees. The data was collected by means of a two-part questionnaire where subjects were first given contexts and asked to choose an appropriate option from a set of multiple choices, and then to write an appropriate form for a similar situation. The questionnaire was administered to gain information about the awareness of trainees of expressing themselves appropriately in different contexts. The appropriateness of the trainees' replies with regard to the contextual questions was assessedby comparing them with the base-line data collected by administering a slightly different version of the same questionnaire to native speakers in England. The results of the analysis revealed that the trainees were quite successful in recognising appropriate forms in multiple-choice questions. However, when they were asked to create their own forms, they tended to improvise. They also appear to have transferred certain forms from Turkish.
The (Non-)Teaching of Pragmatics in an EFL Context
The (Non-)Teaching of Pragmatics in an EFL ContextPragmatics is an area that may be underrepresented in ESL/EFL teaching. This study aims to investigate to what extent pragmatics is taught in an international EFL setting. For this purpose, 28 class sessions taught by 17 teachers from seven different cultural backgrounds were observed for their inclusion of pragmatic features in their classes. The results indicate, despite teaching in an international school setting, these teachers did not make pragmatics an important component of their teaching. Pragmatics accounted for only 8.5 percent of the total observation time and when dealt with, it was handled incidentally when there was a moment to emphasize a pragmatic feature or when the textbook included a section or task relevant to pragmatics. Teachers' incidental treatment of pragmatics signals its importance in language teaching. Thus, suggestions are made to include pragmatics in materials in EFL programs and in teacher education programs.
Theory and Practice in Language Studies
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