البحث المتقدم
     

Examining Egyptian ESL learners' grammatical and pragmatic awareness

[Abstract] 
النوع مقال
ردمد 24904198
مصدر المعلومات ERIC
المؤلف Sorour, Nourhan. Alexandria University, Egypt.
الصفحات pp. 78-104
ملاحظة عامة Peer reviewed
المصدر Arab Journal of Applied Linguistics. Vol. 3, no. 1, March 2018
الناشر Tunis: Faculty of Human and Social Sciences of Tunis، 2018
عنوان الناشر 94 BD du 9 Avril. Tunis 1007. Tunisia. Faculty of Human and Social Sciences of Tunis. T: 0021671564797. F: 00216567551. http://www.arjals.com/ojs/index.php/Arjals2016.
ERIC رقم الوثيقة في EJ1207971
المصدر الالكتروني Full text (PDF)  PDF
الواصفات Grammar  -  English  -  Second language instruction  -  Language proficiency  -  University students  -  Student attitudes  -  Egypt
لغة الوثيقة الانكليزية
البلد تونس
Proficiency in second language (L2) has traditionally been linked to grammatical competence. However, as opposed to common misconceptions about language learning, to be proficient in a second language does not only entail the ability to produce grammatically correct sentences, but it also entails the ability to use this language appropriately. The purpose of this study is to compare the pragmatic awareness of Egyptian students in an English-medium university to their grammatical awareness in an attempt to determine whether there is, in fact, a need for ESL instruction there to focus more on developing ESL learners' pragmatic awareness. Data were collected from 67 Egyptian ESL learners at two different proficiency levels by means of a judgment task questionnaire adapted from Bardovi-Harlig and Dörnyei's 1998 study. In-group comparisons revealed no significant differences between the grammatical awareness and the pragmatic awareness of the members within each proficiency group. The results of the cross-group comparisons indicated, however, that the high-proficiency group displayed a significantly higher level of grammatical awareness than the low-proficiency group. On the other hand, analysis of the difference in the pragmatic awareness between the high- and low-proficiency groups did not yield any significant results. This indicated that possessing a high proficiency level in an L2 does not necessarily entail a higher level of pragmatic awareness and that more focus should be placed on developing L2 learners' pragmatic ability.(As Provided)

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Sorour, Nourhan. (2018). Examining Egyptian ESL learners' grammatical and pragmatic awareness . Arab Journal of Applied Linguistics. Vol. 3, no. 1, March 2018. pp. 78-104 تم استرجاعه من search.shamaa.org .