Pragmatic competence of three EFL teachers in the realization of request strategies  

Oleh:

Sari, Tanturi Nira

Jenis: Article from Proceeding
Dalam koleksi: CONEST 11: The Eleventh International Converence on English Studies, Jakarta, Unika Atma Jaya, page 1-10.
Topik: Pragmatics competence; EFL teachers; request strategies; appropriateness rating scale; mitigation; social variables
Fulltext: hal 1-10 Tanturi Nira Sari.pdf (8.7MB)

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Perpustakaan PKBB Nomor Panggil: 406 CES 11 Non-tandon: 1 (dapat dipinjam: 1) Tandon: 1

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This study focuses on the pragmatic competence of three EFL teachers with different exposure of the real use of English. Since pragmatic competence is defined as performing certain language strategies in particular social situation appropriately (Locastro, 2012, p. 307), this study investigated the appropriateness of the request strategies realization of the three EFL teachers. The data were obtained from a discourse completion task with 6 scenarios with different social variables. The social variables are social power (P), distance (D), and degree of imposition (R). There were therefore 3 scenarios with PDR Low situations and 3 scenarios with PDR High situations. The data, then, were classified based on request strategies taxonomy (Blum-Kulka, 1989) and mitigation strategies (Trosborg, 1995). The data, furthermore, were rated by four English native speakers using appropriateness rating scale (Taguchi, 2009).The findings showed that the respondents tend to apply conventional indirect strategies, particularly, preparatory question strategy in both PDR situations. For the mitigation strategies, the respondents applied internal downgraders in both PDR situations. External downgraders, on the other hand, only appeared once in PDR Low situations but extensively applied in the PDR high situations. The result from the appropriateness rating scale showed that there were two respondents who got even result and one respondent got lower result then the other two respondents. The commentaries from the raters on the requests which had a very poor appropriateness also provided a justification that the focus of the appropriateness of a request was more on the diction rather than grammatical errors.

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