The Influence of English Language Proficiencies on Pragmatic Realization and Strategies of Making Requests by Saudi Arabia’s Efl Learners
The present study contributes to inter language pragmatic studies by revealing the relationship between English language proficiency level of Saudi English Foreign Language learners (SEFL) and their pragmatic realization and strategies of making request act. The aims were to investigate the lingu...
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| Summary: | The present study contributes to inter language pragmatic studies by revealing the
relationship between English language proficiency level of Saudi English Foreign
Language learners (SEFL) and their pragmatic realization and strategies of making
request act. The aims were to investigate the linguistic variability i.e., the relationship
between the high achievers in comparison to the low achievers, particularly in making
requests besides revealing the situational variability regarding the differences in
pragmatic realization of making requests. The theoretical framework underpinning this
study is Cross-Cultural Speech Act Realization Pattern (CCSARP) and Brown and
Levinson’s politeness theory. Based on the results obtained from the Touchstone
Placement Test (TPT), 98 Saudi EFL undergraduate students were divided into 2 main
groups – i.e., the high achievers (N=50) and low achievers (N=48). To achieve the
aims, research instruments including Discourse Completion Task (DCT), and Scale
Response Questionnaire (SRQ) were employed. Data encompasses request strategies
on different situations identified in both DCT and SRQ. Data gained from DCT were
qualitatively analyzed to identify the pragmalinguistic knowledge such as level of
directness, and internal and external modifications. Additionally, quantitative analysis
on the scores of the SRQ also included inferential statistical tests to assess the speaker’s
knowledge of pragmatic realization (sociopragmatic knowledge) in using request act.
Findings indicate there exists a significant impact of different language proficiency
levels in realizing request acts. At pragmalingusitic level, High Achievers (HA) employ
mostly the hedge performative and query preparatory strategy, while low achievers
(LA) mostly employ mood derivable. Additionally, findings on the social variable on
using request strategies revealed that HAs were more conscious of the effect of social
power and distance in changing their strategy depending on the contextual variables.
However, LAs showed less sensitivity to influence social distance and power though
there exists a small similarity shown pertaining to their sociopragmatic and
pragmalinguistic competence. The results reflect that English language proficiency has
a significant influence on the production and comprehension of request strategies
among Saudi EFL learners. Hence, it is necessary to benefit from these results to focus
on low archivers to strengthen their ability to employ range of request strategies
compared to high achievers. Thesis concludes with recommendations and pedagogical
implications for instructors and policy makers to include nonconventional indirect,
internal, and external modification as mitigated device in their classrooms and
curriculum activities. |
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