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The Effects of Explicit Instruction on Vocational College Students’ Acquisition of English Refusals

Author: YuZuo
Tutor: ZhuJuFen
School: Nanjing University of Technology and Engineering
Course: Foreign Linguistics and Applied Linguistics
Keywords: Interlanguage Pragmatics Pragmatic Competence Explicit teaching Refuse Note that the hypothesis
CLC: H319
Type: Master's thesis
Year: 2012
Downloads: 20
Quote: 0
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Abstract

Past three decades interlanguage pragmatics aroused interest in the study of many linguists. Interlanguage Pragmatics object of study is more concentrated in the speech act. \Refusals attracted the attention of many researchers, because by its very nature is a threat to face behavior. For non-native speakers, refused to be an extremely complex speech act. Learners easily occur due to the limited capacity of the second language as well as the lack of knowledge of social and cultural Pragmatic Failure. Therefore, foreign language learning environment, it is necessary through the professor refused strategy to improve students' pragmatic awareness and pragmatic competence. In this study, Dai Weidong Yang Xianju (2005) proposed a second language the pragmatic acquisition dominant classroom teaching mode, teaching freshmen how to use English politely refuse the other, to investigate the dominant language teaching Chinese students in Second Language language with the impact of capacity development. Based on Schmidt's attention to the hypothesis, the study attempts to answer the following three questions: Question 1: Students spend language over a period of time to be able to say whether after use teaching language polite decent English refused to language? Question 2: the effect of explicit teaching whether better than the implicit teaching? 3: Student dominant of pragmatic instruction before and after the English refused strategy different? This study used a quasi-experimental method, and using a combination of quantitative and qualitative research methods. A vocational college freshman two natural classes participated in the experiment. The 201O and November, the two groups of children were treated with two different types of language teaching, a set of explicit language teaching, another group of recessive language teaching. The content of teaching are four refused to type, to decline the invitation, and the rejection of the proposal, refused the request and refused to recommend. Experiments using the pretest, posttest design experiment \The study results show that: (1) the dominant group and recessive the group after Pragmatics teaching English reject the language of expression have a significant progress. (2) dominant group outperformed the implicit group. (3) the dominant group expressed refused to language teaching has been greatly improved in the following four aspects. First, they can be used as teaching objectives refused strategy, to reject the contents of the language have been greatly improved; Second, the dominant group in post-test also uses a number of non-teaching goals refusal strategies; addition, the dominant group received direct denial of language teaching, use (especially \language pragmatic ability to improve their social Pragmatic Competence. The following conclusions can be drawn from the above findings: the dominant language teaching to improve students to express refusal Pragmatic Competence. The article concludes with some inspiration for English teaching and research.

The Effects of Explicit Instruction on Vocational College Students’ Acquisition of English Refusals

Abstract

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