研究摩洛哥英语学生在请求、赞美回应和道歉等言语行为中的语用知识

Bilal Ed-deraouy, Sakale Sana
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摘要

本研究深入探讨了摩洛哥 EFL 学习者在跨语言方面的语用能力,重点是请求、道歉和赞美回应等言语行为。本研究以 "话语完成任务"(DCT)作为数据收集的基石,仔细研究了摩洛哥高级英语语言学习者的 16 种不同情境。该研究不仅加强了关于社会和关系因素在塑造语言行为中的作用的现有理论,还揭示了权力动态、关系距离和强加等变量在影响这些言语行为中的微妙相互作用。值得注意的是,研究揭示了摩洛哥 EFL 学习者不仅仅是既定语言规范的被动接受者,他们还积极调整自己的语言选择,以应对一系列复杂的社会文化和社会语言变量。研究最后呼吁在摩洛哥的 EFL 教育环境中进行更明确、更有针对性的语际语用学教学,以便让学生更好地为真实的互动做好准备。这些见解具有深远的教学意义,特别是对于精心设计 EFL 课程,以适应影响语言使用的细微的社会语言变量。
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Examining Pragmatic Knowledge in Speech Acts of Request, Compliment Response, and Apology among Moroccan EFL Students
This research delves into the pragmatic competencies in interlanguage of Moroccan EFL learners, focusing on the speech acts of requests, apologies, and compliment responses. Utilizing Discourse Completion Tasks (DCT) as the cornerstone of data collection, the study scrutinizes 16 diverse situations involving advanced-level EFL learners in Morocco. The study not only reinforces existing theories about the role of social and relational factors in shaping linguistic behavior but also uncovers the nuanced interplay of variables such as power dynamics, relational distance, and imposition in influencing these speech acts. Significantly, the research reveals that Moroccan EFL learners are not mere passive recipients of established linguistic norms; they actively adapt their language choices in response to a complex array of sociocultural and sociolinguistic variables. The study concludes with a call for more explicit and targeted instruction in interlanguage pragmatics within the Moroccan EFL educational setting to better prepare students for authentic interactions. These insights have far-reaching pedagogical implications, particularly for the crafting of EFL curricula that are attuned to the nuanced sociolinguistic variables that influence language use.
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