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A real interlocutor in elicitation techniques: does it matter?

100%
Kanik M.
Research in Language
|
2016
|
vol. 14
|
issue 4
423-436
EN
This study investigates whether adding a real interlocutor to elicitation techniques would result in requests that are different from those gathered through versions with a hypothetical interlocutor. For this purpose, a written method is chosen. One group of 40 students receive a written discourse completion task (DCT) with two situations that ask respondents to write emails on paper to an imaginary professor. This data is compared to earlier data collected from 27 students, where a group of students composed emails for the same situations and sent them electronically to their professor. Thus, while one group write emails to a hypothetical professor, the other group is provided with a real interlocutor. The data is analyzed for the inclusion of opening and closing moves, density, the level of directness and the choices of moves in the opening and closing sequences, as well as the choices of supportive moves. Results indicate significant differences in (the) level of directness, and the choices of moves in the opening and closing sequences. The other analyses do not show significant differences. The findings reveal that the addition of a real interlocutor does make a difference, albeit not a drastic one. The results have implications for the design of elicitation techniques that aim to simulate real life.
2
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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.
3
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The Effect of Content Instruction in L2 on L1 Pragmatics

100%
Kanik M.
Research in Language
|
2011
|
vol. 9
|
issue 2
93-110
EN
This study investigates whether content instruction in English has an impact on L1 pragmatics. In this study a discourse completion test with eight request situations in Turkish was given to three groups of Turkish students enrolled in undergraduate programs in a faculty of education in Turkey. One group of students received most of their education in English. The other two groups received their education in Turkish. An interesting finding is that the differences in the make-up of the situations were only observed in situations with high imposition. This shows that instruction in the foreign language has an impact on sociopragmatic interpretation in L1. Overall, the results reveal that instruction in foreign language has an impact on first language pragmatic use.
4
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.
5
Publication available in full text mode
Content available

The Effect of Content Instruction in L2 on L1 Pragmatics

100%
Kanik M.
Research in Language
|
2011
|
vol. 9
|
issue 2
93-110
EN
This study investigates whether content instruction in English has an impact on L1 pragmatics. In this study a discourse completion test with eight request situations in Turkish was given to three groups of Turkish students enrolled in undergraduate programs in a faculty of education in Turkey. One group of students received most of their education in English. The other two groups received their education in Turkish. An interesting finding is that the differences in the make-up of the situations were only observed in situations with high imposition. This shows that instruction in the foreign language has an impact on sociopragmatic interpretation in L1. Overall, the results reveal that instruction in foreign language has an impact on first language pragmatic use.
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