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The Effect of Context on ESL Saudi Students’ Nonverbal Pragmatic

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The Effect of Context on ESL Saudi Students’ Nonverbal Pragmatic Skills Development

 

English has become a global language and tool of communication among the nation members when conducting international forums or socializing with English natives or non-native alike. There is an urgent need to use English to communicate with others properly without misunderstanding and confusion in the communication.

Nonverbal pragmatic skill, consequently, will be a necessitated skill in a second language; such skills to create an ongoing healthy communication with native and non-native speakers of English alike. Because of ESL Saudi students have been affected by L1, there is a need to determine the influential factors that succour to develop ESL students’ nonverbal pragmatic skills and scrutinise the crucial indicators.

 

Basing on Bardovi-Harling Doweyni’s (1998) the rising pragmatic skills for the ESL students is due to the length duration in the L2 environment.  The purpose of this study attempts to identify the influence of the L2 environment and contact with English natives for Saudi ESL students to develop their pragmatic skills in English language learning and how they use English properly while communication.  Hence, there would be central research questions regarding to the pragmatic skills development as listed below:

  1.     To what extent does the context affect the learning pragmatic skills for ESL Saudi students?
  2.     To what extent do the factors of the L 2 environment and contact to native speakers of English affect to develop pragmatic skills for ESL Saudi students?
  3.   What are the differences in pragmatic skills awareness can ESL  and EFL Saudi students show ?

The methodology will be mixed with qualitative and quantitative using survey questionnaire and formal interview. As for the survey, it will conducted for twenty EFL Saudi students in the first group and other twenty ESL Saudi students in the second group.  To ensure the objectivity of the study, there will be an interview conference for four participants, two of them ESL and others are EFL.

The Effect of Context on ESL Saudi Students’ Nonverbal Pragmatic Skills Development

 

 

 

 

 

 

Initial Articles References

Barron, A. (2005). Variational pragmatics in the foreign language classroom. System, 33(3)519-536.

 

Bardovi-Harlig, K., & Do!rnyei, Z. (1998). Do language learners recognize pragmatic

violations? TESOL Quarterly, 32(2), 233-259.

 

Bardovi-Harlig, K. (1999). Exploring the interlanguage of interlanguage pragmatics: A

research agenda for acquisitional pragmatics. Language Learning, 49(4), 677-

 

Barron, A., (2003). Acquisition in Interlanguage Pragmatics: Learning How to Do Things with                   Words in a Study Abroad Context. Benjamins, Amsterdam, Philadelphia.          

 

Cook, M., & Liddicoat, A.J. (2002). The development of comprehension in interlanguage             pragmatics: The case of request strategies in English. Australian Review of Applied Linguistics, 25, 19-39.

 

Chen, Y. (2009). Learner Perceptions of Instruction in L2 Pragmatics. English Language                                 Teaching, 2(4), 154-161.

 

Gila, A. Schauer. (2006). Pragmatic Awareness in ESL and EFL Contexts:

Contrast Development. Lancaster University. Language Learning 56:2, June 2006.

 

Malaz, I. Rabiee, M. & Katabi, S. (2011). The Pragmatic Instruction Effects on Persian                              EFL Learners’ Noticing and Learning Outcomes in Request Forms. Journal of                            Technology & Education, Vol. 5, No.3, Spring 2011

 

Lin, G. (2007). The Significance of Pragmatic. MingDao University, Taiwan.                                            

Kasper G. and Rose K.R. (2002), Pragmatic Development in a Second Language, Malden, MA:                           Blackwell Publishers.