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Does Multimedia Technology Facilitate Pragmatics Awareness among Teenage Learners? A Case of Secondary-School Students

Yıl 2020, , 164 - 174, 25.08.2020

Mehmet Veysi Babayiğit

https://doi.org/10.21600/ijoks.724142
Cited By: 2

Öz

This study aims to raise awareness among teenage learners of the difference between direct and indirect “speech acts” in pragmatics through multimedia technology. In a case study with 35 participants between the ages of 13 and 15, the data-collection process consisted of pre-tests, multimedia technology, and post-tests. Pre- and post-tests comprised the same ten questions about speech acts. The participants engaged in explicit learning with a smart board and projector in order to understand the distinction between the direct and indirect speech act. The results indicate that the participants were able to grasp pragmatics awareness and that they were greatly motivated to learn through multimedia technology.

Anahtar Kelimeler

Awareness Pragmatics Indirect Direct Speech Acts

Kaynakça

  • Al Tarawneh, M. Q. (2015). A useful guide to teaching and testing of pragmatics in the EFL/ESL classroom. International Journal of English Language and Linguistics Research, 3(3), 66–79.
  • Arıkan, A. & Yılmaz, A.F. (2020). Pre-service english language teachers’ problematic sounds. International e-Journal of Educational Studies (IEJES), 4 (7), 1-26.
  • Atadil-Kuzucu, E. & Kartal, G. (2020). Technology and content integration for english language learners in a vocational high school. Journal of Computer and Education Research, 8 (15), 114-135.
  • Austin, J.L. (1962). How to Do Things With Words. New York: Oxford University Press.
  • Bardovi-Harlig, K., Hartford, B. A. S., Mahan-Taylor, Morgan, R., & Reynolds, W. (1991). Developing pragmatic awareness: Closing the conversation. ELT Journal, 45(1), 4–15
  • Bardovi-Harlig, K. (1996). Pragmatics and language: Bringing pragmatics and pedagogy together. In L. F. Bouton (ed.), Pragmatics and language learning (7, pp. 21–39). Urbana-Champaign: University of Illinois, Division of English as International Language.
  • Bardovi-Harlig, K., & Dornyei, Z. (1998). Do language learners recognize pragmatic violations? Pragmatic versus grammatical awareness in instructed L2 learning. TESOL Quarterly¬, 32(2), 233–262.
  • Celce-Murcia, M., & Olshtain, E. (2005). Discourse and context in language teaching: A guide for language teachers (3rd ed.). Cambridge: Cambridge University Press.
  • Cohen, A. (2008). Teaching and assessing pragmatics: What can we expect from learners? Language Teaching, 41(2), 213–235.
  • Crandall, E., & Basturkmen, H. (2004). Evaluating pragmatics-focused materials. ELT Journal, 58(1), 38–49.
  • Denzin, N. K., & Lincoln, Y. S. (2008). Introduction: The discipline and practice of qualitative research.
  • Gilakjani, A. P. (2012). The significant role of multimedia in motivating EFL learners' interest in English language learning. International Journal of Modern Education and Computer Science, 4(4), 57.
  • Hongling, Zhang. (2010). The development tendency of the modern foreign language teaching and the computer assisted instruction. Computer-Assisted Foreign Language Education. 3
  • Jianda, L. (2007). Developing a pragmatics test for Chinese EFL learners. Language Testing, 24(3), 391–415.
  • Jones, A., & Issroff, K. (2005). Learning technologies: Affective and social issues in computer-supported collaborative learning. Computers & Education, 44(4), 395– 408.
  • Kramsch, C. (1999). Teaching text and context through multimedia. Language Learning &Technology, 2(2), 31–41.
  • Li, C. N. (1986). Direct speech and indirect speech: A functional study. Direct and indirect speech, 29–45.Trends in Linguistics Studies and Monographs, Amsterdam.
  • Mayer, R. E. (1997). Multimedia learning: Are we asking the right questions? Educational psychologist, 32(1), 1–19.
  • M. L. Mao. (2010). A study on the problems and their countermeasures of multimedia teaching of college English. Computer-Assisted Education Study, 68–70.
  • Murray, N. (2010). Pragmatics, awareness raising, and the Cooperative Principle. ELT Journal, 64(3), 293–301.
  • Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles: Concepts and evidence. Psychological science in the public interest, 9(3), 105-119.
  • Stein, M. V. (2000). U.S. Patent No. 6,130,668. Washington, DC: U.S. Patent and Trademark Office.
  • Tanaka, K. (1997). Developing pragmatic competence: A learners-as-researchers approach. TESOL Journal, 6(3), 14–18.
  • Toscu, S. (2019). Instructors‟ awareness of the syntactic and morphological differences between british and american english. International e-Journal of Educational Studies (IEJES), 3 (6), 116-127.

Does Multimedia Technology Facilitate Pragmatics Awareness among Teenage Learners? A Case of Secondary-School Students

Yıl 2020, , 164 - 174, 25.08.2020

Mehmet Veysi Babayiğit

https://doi.org/10.21600/ijoks.724142
Cited By: 2

Öz

This study aims to raise awareness among teenage learners of the difference between direct and indirect “speech acts” in pragmatics through multimedia technology. In a case study with 35 participants between the ages of 13 and 15, the data-collection process consisted of pre-tests, multimedia technology, and post-tests. Pre- and post-tests comprised the same ten questions about speech acts. The participants engaged in explicit learning with a smart board and projector in order to understand the distinction between the direct and indirect speech act. The results indicate that the participants were able to grasp pragmatics awareness and that they were greatly motivated to learn through multimedia technology.

Anahtar Kelimeler

Awareness Pragmatics Indirect Direct Speech Acts

Kaynakça

  • Al Tarawneh, M. Q. (2015). A useful guide to teaching and testing of pragmatics in the EFL/ESL classroom. International Journal of English Language and Linguistics Research, 3(3), 66–79.
  • Arıkan, A. & Yılmaz, A.F. (2020). Pre-service english language teachers’ problematic sounds. International e-Journal of Educational Studies (IEJES), 4 (7), 1-26.
  • Atadil-Kuzucu, E. & Kartal, G. (2020). Technology and content integration for english language learners in a vocational high school. Journal of Computer and Education Research, 8 (15), 114-135.
  • Austin, J.L. (1962). How to Do Things With Words. New York: Oxford University Press.
  • Bardovi-Harlig, K., Hartford, B. A. S., Mahan-Taylor, Morgan, R., & Reynolds, W. (1991). Developing pragmatic awareness: Closing the conversation. ELT Journal, 45(1), 4–15
  • Bardovi-Harlig, K. (1996). Pragmatics and language: Bringing pragmatics and pedagogy together. In L. F. Bouton (ed.), Pragmatics and language learning (7, pp. 21–39). Urbana-Champaign: University of Illinois, Division of English as International Language.
  • Bardovi-Harlig, K., & Dornyei, Z. (1998). Do language learners recognize pragmatic violations? Pragmatic versus grammatical awareness in instructed L2 learning. TESOL Quarterly¬, 32(2), 233–262.
  • Celce-Murcia, M., & Olshtain, E. (2005). Discourse and context in language teaching: A guide for language teachers (3rd ed.). Cambridge: Cambridge University Press.
  • Cohen, A. (2008). Teaching and assessing pragmatics: What can we expect from learners? Language Teaching, 41(2), 213–235.
  • Crandall, E., & Basturkmen, H. (2004). Evaluating pragmatics-focused materials. ELT Journal, 58(1), 38–49.
  • Denzin, N. K., & Lincoln, Y. S. (2008). Introduction: The discipline and practice of qualitative research.
  • Gilakjani, A. P. (2012). The significant role of multimedia in motivating EFL learners' interest in English language learning. International Journal of Modern Education and Computer Science, 4(4), 57.
  • Hongling, Zhang. (2010). The development tendency of the modern foreign language teaching and the computer assisted instruction. Computer-Assisted Foreign Language Education. 3
  • Jianda, L. (2007). Developing a pragmatics test for Chinese EFL learners. Language Testing, 24(3), 391–415.
  • Jones, A., & Issroff, K. (2005). Learning technologies: Affective and social issues in computer-supported collaborative learning. Computers & Education, 44(4), 395– 408.
  • Kramsch, C. (1999). Teaching text and context through multimedia. Language Learning &Technology, 2(2), 31–41.
  • Li, C. N. (1986). Direct speech and indirect speech: A functional study. Direct and indirect speech, 29–45.Trends in Linguistics Studies and Monographs, Amsterdam.
  • Mayer, R. E. (1997). Multimedia learning: Are we asking the right questions? Educational psychologist, 32(1), 1–19.
  • M. L. Mao. (2010). A study on the problems and their countermeasures of multimedia teaching of college English. Computer-Assisted Education Study, 68–70.
  • Murray, N. (2010). Pragmatics, awareness raising, and the Cooperative Principle. ELT Journal, 64(3), 293–301.
  • Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles: Concepts and evidence. Psychological science in the public interest, 9(3), 105-119.
  • Stein, M. V. (2000). U.S. Patent No. 6,130,668. Washington, DC: U.S. Patent and Trademark Office.
  • Tanaka, K. (1997). Developing pragmatic competence: A learners-as-researchers approach. TESOL Journal, 6(3), 14–18.
  • Toscu, S. (2019). Instructors‟ awareness of the syntactic and morphological differences between british and american english. International e-Journal of Educational Studies (IEJES), 3 (6), 116-127.
Toplam 24 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Mehmet Veysi Babayiğit 0000-0003-4136-7434

Yayımlanma Tarihi 25 Ağustos 2020
Gönderilme Tarihi 20 Nisan 2020
Yayımlandığı Sayı Yıl 2020

Kaynak Göster

APA Babayiğit, M. V. (2020). Does Multimedia Technology Facilitate Pragmatics Awareness among Teenage Learners? A Case of Secondary-School Students. International Journal of Kurdish Studies, 6(2), 164-174. https://doi.org/10.21600/ijoks.724142

Cited By

Mother Tongue Attitude Scale ( MTAS)
International Journal of Kurdish Studies
https://doi.org/10.21600/ijoks.834913
Language Change among Kalhuri Kurdish Speakers in Iran
International Journal of Kurdish Studies
Javad YARAHMADİ
https://doi.org/10.21600/ijoks.838443


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