ارسل ملاحظاتك

ارسل ملاحظاتك لنا







الرئيسية > Open or Traditional Education...>الوصف

Open or Traditional Education : Requesting in Interlanguage Pragmatics

المصدر: مجلة الجامعة العربية الأمريكية للبحوث
الناشر: الجامعة العربية الأمريكية - عمادة البحث العلمى
المؤلف الرئيسي: Abu Arrah, Sufyan (Author)
المجلد/العدد: ع1
محكمة: نعم
الدولة: فلسطين
التاريخ الميلادي: 2014
الشهر: حزيران
الصفحات: 33 - 58
DOI: 10.12816/0020262
ISSN: 2308-2623
رقم MD: 677585
نوع المحتوى: بحوث ومقالات
قواعد المعلومات: EduSearch, EcoLink, HumanIndex
مواضيع:
البراغماتية | الكفاءة | التعليم المفتوح
رابط المحتوى:
PDF (صورة)      PDF (نص)      HTML
صورة الغلاف QR قانون

عدد مرات التحميل

93

حفظ في:
المستخلص: This paper is a comparative pragmalinguistic, sociopragmatic study of L2 request performance between learners in - open and classical learning settings in Palestine. With the assumption that learners in both settings are driven by their L1 speech norms (LI interference), the researcher tried to explain learners ’ English language performance both pragmalinguistically, in regards to the level of indirectness and types of modification, and sociopragmatically, in regards to the impact of social parameters (status, distance and degree of imposition) on the level of indirectness and amount of modification. Since English and Arabic are distinct linguistically and culturally, the researcher tried to explain the extent of such influence with reference to language learning in both settings. The study was carried out at Quds Open University (QOU) and the Arab American University (AAUJ) in Palestine. Discourse completion task (DCT) was used to collect relevant data, which were analyzed both quantitatively and qualitatively. The findings suggested that while QOU learners approximate L1 requesting norms pragmalinguistically and socipragmaically, AAUJ learners tend to play it safe through preference for norms that are less face threatening and more conforming to the English language traditions. The differences between the request performance of both groups of L2 learners could be attributed to the different methods of instruction and language learning policies at both universities. The study recommends a greater emphasis on face-to-face meetings and the application of more interactive media for teaching and learning English as a foreign language in the open education settings.
ISSN: 2308-2623

عناصر مشابهة


© 2024 المنظومة. جميع الحقوق محفوظة.