Full-text resources of CEJSH and other databases are now available in the new Library of Science.
Visit https://bibliotekanauki.pl

Results found: 3

first rewind previous Page / 1 next fast forward last

Search results

Search:
in the keywords:  discourse completion task
help Sort By:

help Limit search:
first rewind previous Page / 1 next fast forward last
1
Publication available in full text mode
Content available

Reverse discourse completion task ass an assessment too for intercultural competence

100%
Kanik M.
Studies in Second Language Learning and Teaching
|
2013
|
vol. 3
|
issue 4
621-644
EN
This paper proposes a prototypic assessment tool for intercultural communicative competence. Because traditional discourse completion tasks (DCTs) focus on illocutionary competence rather than sociolinguistic competence, a modified version of a DCT was created to target sociolinguistic competence. The modified DCT employs speech acts as prompts and asks respondents to write about a situation in which a given speech act would be appropriate. This new tool is named a reverse discourse completion task (R-DCT). The task was given to learners of Turkish as a second language. Data from 12 participants were analyzed for their provision of sociopragmatic factors such as power, distance and imposition and also with respect to whether the situation was relevant to a given speech act. Responses from the participants show that R-DCTs can be used to assess intercultural competence as they help reveal respondents’ knowledge of sociolinguistic context in which a given speech act may be appropriate. By removing the need for comparison with native speaker data and the limitations that emerge from the lack of linguistic formula at respondents’ disposal, R-DCT is a promising elicitation task to assess sociolinguistic competence, an integral part of Byram’s (1997) model of intercultural communicative competence.
2
Publication available in full text mode
Content available

Reverse discourse completion task as an assessment tool for intercultural competence

100%
Kanik M.
Studies in Second Language Learning and Teaching
|
2013
|
vol. 3
|
issue 4
621-644
EN
This paper proposes a prototypic assessment tool for intercultural communicative competence. Because traditional discourse completion tasks (DCTs) focus on illocutionary competence rather than sociolinguistic competence, a modified version of a DCT was created to target sociolinguistic competence. The modified DCT employs speech acts as prompts and asks respondents to write about a situation in which a given speech act would be appropriate. This new tool is named a reverse discourse completion task (R-DCT). The task was given to learners of Turkish as a second language. Data from 12 participants were analyzed for their provision of sociopragmatic factors such as power, distance and imposition and also with respect to whether the situation was relevant to a given speech act. Responses from the participants show that R-DCTs can be used to assess intercultural competence as they help reveal respondents’ knowledge of sociolinguistic context in which a given speech act may be appropriate. By removing the need for comparison with native speaker data and the limitations that emerge from the lack of linguistic formula at respondents’ disposal, R-DCT is a promising elicitation task to assess sociolinguistic competence, an integral part of Byram’s (1997) model of intercultural communicative competence.
3
Content available remote

Comparing Instrument-induced Effects in EFL Requests: Task-based Approach versus Discourse Completion Task

75%
Floeck I., Pfingsthorn J.
Anglica Wratislaviensia
|
2016
|
issue 54
51-63
EN
In Interlanguage Pragmatics (ILP) research, the Discourse Completion Task (DCT) is the main source of insight into speakers’ productions of pragmatic phenomena. Its omnipresence as a means of data collection can be explained by the need of comparability of data sets and (sociolinguistic) variable control. However, some studies suggest a discrepancy between surface realisations observed in naturally occurring data and experimental data like DCTs (cf. e.g. Beebe and Cummings 1996; Golato 2003).Unfortunately, the results of these studies are inconclusive and do not offer any information about quantitative differences in realisation patterns and about the impact of different methodological approaches on interlanguage data. It is therefore the aim of the present study to compare the influence of two methods of data collection, DCTs and task-based elicited conversations, on the realisation of the head act strategies in requests produced by advanced learners of English. Overall, our results show a significant difference in the distributions of request head act strategies across the two methodological conditions. The conversational head acts are substantially more direct than the requests elicited by DCTs. The patterns observed in learner data strongly resemble the ones found in native speaker requests in the same methodological scenarios. This implies that despite earlier claims, advanced learners can display target-like language use. The resemblances furthermore indicate that semi-naturalistic methods of data collection are a more valid means to obtain learner data that is representative of naturally occurring conversations.
first rewind previous Page / 1 next fast forward last
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.