Could you help me with these bags brother? My shoulders are falling. Transfer in interlanguage requests performed by Algerian EFL learners
Mevcut çalışma, İngilizceyi yabancı dil olarak öğrenen Cezayirli öğrencilerin diller arası rica kullanımlarındaki faydacı transferlerinin incelenmesini amaçlamaktadır. Çalışmanın verileri üç parçalı Söylev Tamamlama Görevi ile toplanmıştır. Görev, her biri farklı ana dile sahip iki kontrol grubuna uygulanmıştır: Arapça ve İngilizce ve öğrenciler iki farklı yeterlik düzeyinden gelmiştir: orta ve yüksek. Tepkiler kodlanıp rica stratejilerinin frekanslarıyla analiz edilmiştir ve üslupları, rica perspektifleri ve değişiklikleri bazında incelenmiştir. Bulgular, Arapça ve İngilizce performanslarda ili farklı kibarlık sistemi göstermiştir: sırasıyla olumlu-yüz-tabanlı ve olumsuz-yüz-tabanlı. Öğrencilerin üretiminde, her ikisine de açıkça rastlanmıştır. Faydadilbilimsel çeşit, anadilin etkisiyle ve motomot çeviri ile bağlantılı görünmüştür. Toplumsalfaydacı çeşit, duruma bağlı değişkenler ve öğrencinin anadili ile ilişkili ortam değerlendirmesi ile alakalıdır. Transfere ek olarak, diller arası üretim, faydacı bilgi eksikliği, diller arası belirgin özellikler ve dilsel kısıtlamalardan etkilenmiştir. Dil yetkinlik etkeni, üst düzey öğrencilere orta düzey öğrencileri nazaran belirgin bir avantaj sağlamamıştır. Çalışmada aynı zamanda kültürlerarası iletişimin ve söz eyleminin pratik çıkarımları da dikkate alınmıştır.
Kardeş, bu çantaları taşımama yardım eder misin? Omuzlarım ağrıyor. Cezayirli İngilizce öğrencilerinin rica kullanımlarında aradil transferi
The present study attempts to investigate pragmatic transfer in interlanguage requests performed by Algerian EFL learners. The data of the study was gathered by means of a three-item Discourse Completion Task. The task was administered to two controlling groups of native speakers: Arabic and English and two learner groups at two proficiency levels: low and high. The responses were coded and then analysed by counting the frequency of request strategies and exploring their wording at levels of head acts, request perspective and modification. The findings showed that the performance in Arabic and English exhibited two types of differing politeness systems: positive face-based and negative-face-based respectively. In learners production, both types of pragmatic transfer were evident. The pragmalinguistic type was operative in the employment of linguistic structures inspired by the mother language and word by word translation. The sociopragmatic type was extant in the employment of the request strategies and the perception of the situational variables that were in line with the learners mother language. In addition to transfer, interlanguage production was affected by lack of pragmatic knowledge, interlanguage-specific features, and language constraints. The factor of language proficiency did not give marked advantage to the highproficient learners over the low-proficient. The paper also sheds some light on practical implications for intercultural communication and speech acts pedagogy.
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- Başlangıç: 2005
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