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Pragmatics Versus Affect in Efl Learning Context

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Pragmatics Versus Affect in Efl Learning Context PEOPLE’S DEMOCRATIC REPUBLIC OF ALGERIA MINISTRY OF HIGHER EDUCATION AND SCIENTIFIC RESEARCH UNIVERSITY OF DJILALI LIABES – SIDI BEL ABBES FACULTY OF LETTERS, LANGUAGES AND ARTS DEPARTMENT OF LITERATURE AND ENGLISH PRAGMATICS VERSUS AFFECT IN EFL LEARNING CONTEXT Thesis Submitted to the Department of English in Candidacy for the Degree of Doctorat in Didactics of Specialisms Presented by: Supervised by: Mr. Ahmed Hichem GHEMBAZA Prof. Fewzia BEDJAOUI Jury Members: Dr. Bel Abbas OUERRED (Prof) President (UDL Sidi Bel Abbes) Dr. Fewzia BEDJAOUI (Prof) Supervisor (UDL Sidi Bel Abbes) Dr. Mohamed MELLOUK (Prof) Internal Examiner (UDL Sidi Bel Abbes) Dr. Hafida HAMZAOUI (Prof) External Examiner (University of Tlemcen) Dr. Radia BENYELLES (MC-A) External Examiner (University of Tlemcen) Dr. Ghouti HADJOUI (MC-A) External Examiner (University of Tlemcen) Academic Year: 2015-2016 II DEDICATIONS To my dear parents To my beloved wife To my lovely children Alaȃ Lina and Mohamed El Amine III ACKNOWLEDGEMENTS I am deeply grateful to my teacher and supervisor Prof. Fewzia BEDJAOUI for her extremely invaluable assistance and guidance without which this work would not have been achieved. In addition to her distinguished patience and very sincere commitment that have accompanied her supervising contributions, I have learnt a lot from her outstanding academic works and experience, and for which I am immensely indebted. Heartfelt thanks go to the honourable members of the jury: Prof. Bel Abbas OUERRED, Prof. Mohamed MELLOUK, Prof. Hafida HAMZAOUI, Dr. Radia BENYELLES and Dr. Ghouti HADJOUI for having accepted to read and assess my thesis. Undoubtedly, their valuable comments and suggestions will help me get more insights into my present work and future research projects as well. I would like to express my deep gratitude to my friends Mr. Abdellah BARAKA, Dr. Djamel BENADLA, Mr. Mohamed HADJI and Prof. Iryna SEKRET whose initial encouragement and ongoing support and friendship have been quite invaluable. Heartfelt thanks go also to my dear and lovely parents, brothers, sisters and my caring wife for their extreme and paramount support to me during the realisation of the present work. IV LIST OF ACCRONYMS BC: Brown Corpus BNC: British National Corpus CA: Corpus Approach CC: Collins Corpus CCP: Cross-Cultural Pragmatics CEFRL: Common European Framework of Reference for Languages CF: Corrective Feedback CIC: Cambridge International Corpus CLT: Communicative Language Teaching C-MELT: Corpus of the Meetings of English Language Teachers CNP: Communication Needs Processor COBUILD: Collins and Birmingham University International Language Database CP: Cooperative Principle DCT: Discourse Completion Tasks DRPT: Discourse Role-Play Tasks DSAT: Discourse Self-Assessment Tasks EFL: English as a Foreign Language EM: Extrinsic Motivation ESL: English as a Second Language ESP: English for Specific Purposes FTA: Face Threatening Acts HCC: High-Context Culture HLT: Humanistic Language Teaching IC: Intercultural Competence IM: Intrinsic Motivation IP: Interlanguage Pragmatics ITE: Institut Technique d‟Enseignement JTS: Jefferson Transcription System V LCC: Low-Context Culture LCIE: Limerick Corpus of Irish English LCN: Longman Corpus Network LL: Language Laboratory LLCSE: London-Lund Corpus of Spoken English LOBC: Lancaster-Oslo/ Bergen Corpus MDCT: Multiple-choice Discourse Completion Tasks MI: Multiple Intelligences NLP: Neuro-Linguistic Programming OCE: Oral Comprehension and Expression ODCT: Oral Discourse Completion Tasks OEC: Oxford English Corpus RPSA: Role-Play Self-Assessments SAT: Speech Act Theory SETT: Self- Evaluation of Teacher Talk SE: Self Esteem ST: Small Talk SYSE: Second Year Students of English TBLT: Task Based Language Teaching TTA: Teacher Turn Allocation WDCT: Written Discourse Completion Tasks VI LISTS OF TABLES Table 1.1: Time Allowance for the OCE Unit within the License Curricula.................... Table 1.2: OCE Syllabi as Designed by Teachers at the Department................................ 13 of English -University of Saida 14 Table 1.3: Talk as Interaction: Features and Skills.............................................................. Table 1.4: Talk as Transaction: Features and Skills............................................................ 19 Table 1.5: Talk as Performance: Features and Skills...................................................... 20 Table 1.6: Speaking Test Format.......................................................................................... .21 Table 1.7: EFL First Year Curriculum Subject Matters........................................................ 32 Table 1.8: EFL Second Year Curriculum Subject Matters...................................................40 -1 Table 2.1: Display and Performance Indexes........................................................................ 42 Table 2.2: Four levels of joint action in communicative acts…………………………… 65 Table 2.3: Top 25 Most Frequent Words in the BNC and LCIE......................................... 66 Table 2.4: Ten Most Frequent 2-word, 3-word and 4-word Units in LCIE...................... 73 Results per million Words 74 Table 2.5: Top Ten Positive and Negative Keywords when Comparing......................... C-MELT and LCIE 75 Table 4.1: The Blue Star Hotel Activity Observation Grid…………………………….. Table 4.2: Guess which is True Activity Observation Grid…………………………..... 141-2 Table 4.3: Free Topic Discussion Activity Observation Grid………………….……… 144 Table 4.4: Strategies of Apologizing .................................................................................... 146 Table 4.5: Respondents‟ Apologising Strategies Used in Each Situation........................ 148 Table 4.6: Respondents‟ Preferred Apologising Strategies in the Entire DCT................ 153 Table 4.7: Strategies of Requesting....................................................................................... 154 Table 4.8: Respondents‟ Preferred Requesting Strategies in the Entire DCT................. 156 Table 4.9: The Trade Union Claims Activity Observation Grid……………................... 161 163-4 VII Table 4.10: Free Speech Acts Activity Observation Grid………………………..……. 166-7 Table 4.11: Conversational Analysis Grid Based on Grice‟s CP .…………………….. 172 Table 4.12: Students‟ Interactional Failures in Relation to the Gricean CP……...…… 173-5 Table 4.13: Teachers‟ Perspectives on Students‟ OCE Skills........................................... 179 Table 4.14: OCE Teachers‟ Evaluation of their Students‟ Oral Abilities....................... 180 Table 5.1: Hall‟s (1976) HCC versus LCC…………………………………………….. 219 VIII LIST OF FIGURES Figure 1.1: Teacher‟s Roles................................................................................................23 Figure 1.2: Difficulty strategies in Learning Speaking.......................................................33 Figure 1.3: Targeted Items during a Listening Task...........................................................36 Figure 1.4: Three-part Listening Sequence and Corresponding Required Skills...............37 Figure 2.1: Brown and Levinson‟s (1987) Strategies for Performing FTAs.................. 92 Figure 2.2: Politeness 1 in Watts‟ (2003) Model..................................................................95 Figure 3.1: Causes Analysis within the Attribution Theory.................................................107 Figure 3.2: Wenden‟s (1990) Classification of Attitudes............................................... 109 Figure 3.3: Factors Influencing Language Anxiety.............................................................116 Figure 3.4: Cognitive and Affective Functioning in Meaning Construction.............. 120 Figure 3.5: The Affective Filter............................................................................................124 Figure 3.6: Defining autonomy: the capacity to take control over learning................. 131 Figure 5.1: Worksheet Entry Form from the Database………………………………. 195 Figure 5.2: Typical Sequencing of a Task-Based Activity………………………….. 198 Figure 5.3: Correlates of and views on the Term Culture………………........................ 213 Figure 5.4: Hall‟s (1976) Cultural Iceberg Model………………………………………. 215 Figure 5.5: World Cultures Classification according to Hall (1976)………............... 220 IX LIST OF DIAGRAMS Diagram 4.1: Apologizing strategies Used in Situation 1............................................149 Diagram 4.2: Apologizing strategies Used in Situation 2............................................149 Diagram 4.3: Apologizing Strategies Used in Situation 3............................................150 Diagram 4.4: Apologizing Strategies Used in Situation 4............................................151 Diagram 4.5: Apologizing Strategies Used in Situation 5………………….…………151 Diagram 4.6: Apologizing Strategies Used in Situation 6………………..………….152 Diagram 4.7: Apologizing Strategies Used in Situation 7………………………….. 152 X LIST OF PIE-CHARTS Pie-chart 4.1: Request Strategies Used in Situation 1.....................................................157 157 Pie-chart 4.2: Request Strategies Used in Situation 2........................................................ 158 Pie-chart 4.3: Request Strategies Used in Situation 3.................................................... 158 Pie-chart 4.4: Request Strategies Used in Situation 4......................................................... 159 Pie-chart 4.5: Request Strategies Used in Situation 5.......................................................
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