Please use this identifier to cite or link to this item:
Full metadata record
|dc.description.abstract||This study examined the efficacy of explicit instruction of American compliment exchanges. Cross-cultural and interlanguage pragmatics research has demonstrated that there are substantial differences between American and Chinese complimenting behaviors and that learners tend to differ from American native speakers when performing such a speech act. However, scant research has been conducted to date as to the extent to which instruction would benefit learners’ acquisition of American complimenting behaviors. This study used an experimental design in which forty university students at higher and lower proficiency levels received an eight-hour intervention in the order of presentation, practice and production. To test the learners’ pragmatic ability over time, two DCT tasks containing twelve compliment situations were constructed and administered to these students before the instruction, immediately after the instruction and nine weeks after the instruction. Two trained American raters were asked to evaluate their pretest, posttest and delayed posttest performance. The statistical results showed that there was a positive instructional effect on the learners’ pragmatic ability to produce compliment exchanges in English, and such an effect could be partially retained in the longer term. The findings of this study provide empirical evidence in support of pragmatics instruction and shed light on developing greater pragmatic competence for Chinese EFL learners.||en_US|
|dc.publisher||Department of English, NTNU||en_US|
|dc.title.alternative||The Effect of Explicit Teaching of American Compliment Exchanges to Chinese Learners of English||zh_tw|
|Appears in Collections:||英語教學|
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.