Abstract:
The present study investigated the effect of pragmatic eliciting tasks on EFL pre-intermediate learners speaking proficiency. Thus this study aimed at comparing the English language learners who practiced pragmatic eliciting tasks and the ones who used traditional speaking activities such as questions and answers, discussion, etc. In doing so, 40 learners out of 80 were selected through Oxford Quick Placement Test (OQPT) with the band score of 30 to 39. Then they were non-randomly divided into two equal experimental and control groups through convenience sampling method. Both groups took a teacher-made pre-test on speaking proficiency and the scores were recorded. The experimental group received pragmatic eliciting tasks including explicit uses of pragmatic functions of speech (i.e., greeting, thanking, etc.) while the control group received these pragmatic tasks implicitly. Finally, both groups took a posttest which was the modified pre-test. Data were analyzed through independent and paired sample t-tests and the results showed that explicit instruction on pragmatic eliciting tasks were effective than the implicit ones in the control group. Implications of the study suggest that the learners should learn pragmatic eliciting tasks for effective uses of language functions in their conversations.
Machine summary:
Interactive Effect of Pragmatic Eliciting Tasks on EFL Pre-intermediate Learners' Speaking Proficiency Bahman Gorjian*, Associate Professor, ELT Department, Abadan Branch, Islamic Azad University, Abadan, Iran bahgorji@yahoo.
com Abstract The present study investigated the effect of pragmatic eliciting tasks on EFL pre-intermediate learners speaking proficiency.
Thus this study aimed at comparing the English language learners who practiced pragmatic eliciting tasks and the ones who used traditional speaking activities such as questions and answers, discussion, etc.
Data were analyzed through independent and paired sample t-tests and the results showed that explicit instruction on pragmatic eliciting tasks were effective than the implicit ones in the control group.
Implications of the study suggest that the learners should learn pragmatic eliciting tasks for effective uses of language functions in their conversations .
So shedding more light on the interactive effect of pragmatic eliciting tasks on the EFL pre-intermediate learners' speaking proficiency seems to be necessary (Felix-Brasdefer & Omar, 2006).
This study aims to examine the interactive effect between using the pragmatic eliciting tasks and English language proficiency to communicate more efficiently and appropriately.
The pre-test was administered to discover the students’ level of knowledge about the interactive effect of pragmatic eliciting tasks on speaking proficiency at the beginning of the research period.
72) with df=19 in the pre- and posttests in the control group, the difference is not statistically different at the significant level (p Discussion The first research question asks whether pragmatic eliciting tasks have any interactive effects on pre-intermediate learners’ speaking proficiency.