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dc.contributor.authorFiczere, Edit
dc.date.accessioned2020-05-19T11:19:10Z
dc.date.available2020-05-19T11:19:10Z
dc.date.issued2019-04-30
dc.identifier.citationFiczere.E (2019) 'An investigation into assessing ESL learners pragmatic competence at B2-C2 levels'. PhD thesis. University of Bedfordshire.en_US
dc.identifier.urihttp://hdl.handle.net/10547/623986
dc.description"A thesis submitted to the University of Bedfordshire, in partial fulfilment of the requirements for the degree of Doctor of Philosophy"en_US
dc.description.abstractAs the number of overseas students and employees in English-speaking countries has increased exponentially over the last decade, the importance of pragmatic competence in the successful social integration of L2 speakers has been highlighted and the need for assessing it has become more pressing. Most currently available pragmatic tests are based on Speech Act Theory as a theoretical framework and use discourse completion tasks as test instruments. However, both of these have been criticized lately for overlooking the importance of the discursive side of pragmatics, which requires the use of on-line processing skills (see e.g. Roever, 2011). The aim of this research was, therefore, to contribute towards the assessment of B2-C2 level learners’ pragmatic competence in extended oral discourse by identifying some criterial features defining the level of B2-C2 ESL learners’ pragmatic competence and by examining the extent to which a monologic and a dialogic task format allows these learners to display aspects of their pragmatic competence. Data were collected from thirty international university students at B2-C2 levels with a range of L1 backgrounds, who performed four monologic and two dialogic test tasks. This was then followed by a semistructured interview to gain the participants’ perspectives on the given contexts. Performance of the tasks was video recorded, transcribed and analysed quantitatively, using selected coding categories from Blum-Kulka et al. (1989) and Barron (2003), as well as qualitatively using a Conversation Analytic framework. The results indicate that with increasing language competence ESL learners used a wider range of pragmalinguistic devices and used them more frequently. The data from the semi-structured interviews also highlighted that with increasing proficiency there was a greater depth of analysis of the different contexts. However, the comparison of participants’ evaluation of the contexts and their actual language use indicated that only C2 level participants had the capacity to adjust their language to reflect their pragmatic intentions.en_US
dc.language.isoenen_US
dc.publisherUniversity of Bedfordshireen_US
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectpragmatic competenceen_US
dc.subjectlanguage assessmenten_US
dc.subjectL2 speakersen_US
dc.subjectSubject Categories::Q110 Applied Linguisticsen_US
dc.titleAn investigation into assessing ESL learners pragmatic competence at B2-C2 levelsen_US
dc.typeThesis or dissertationen_US
dc.type.qualificationnamePhDen_GB
dc.type.qualificationlevelPhDen_US
dc.publisher.institutionUniversity of Bedfordshireen_US
refterms.dateFOA2020-05-19T11:19:11Z


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