Investigating the Impact of EFL Students’ Misuse of Prosodic Features on their Face-to-face Interactions from University Instructors’ Perspectives

Bahrami Abdulrahman
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Abstract

The present study aims at investigating the use of prosodic features by Kurdish EFL undergraduates in their face-to-face interactions inside/outside the classroom from the university instructors’ perspectives. The study hypothesizes that the majority of Kurdish EFL undergraduates are not fully aware of the fact that any misuse of prosodic features would probably affect the emotions, feelings, and attitudes that the face-to-face interaction is intended to convey. Building on an analysis of a questionnaire given to 54 university instructors at 10 Iraqi Kurdistan Region different universities, the study concludes that the majority of problems the students face can be related to the misuse of stress, intonation, and other prosodic features. Therefore, EFL instructors should pay more attention to make students learn how to use prosodic features and enable them to send messages adequately while engaging in face-to-face interactions. This would require special classes about prosodic features so that EFL students can overcome the misuse they have in face-to-face communication. This is inevitable because accuracy and fluency in communication require EFL students to master both features: segmental and suprasegmental. The reason behind this necessity could be attributed to the fact that broken and/or incorrect pronunciation can be considered as one of the most prominent factors behind misunderstandings in communication.
从大学教师的角度研究英语学生对韵律特征的误用对面对面交流的影响
本研究旨在从大学教师的角度探讨库尔德语英语本科生在课堂内外面对面互动中使用韵律特征的情况。该研究假设,大多数库尔德语本科生没有充分意识到,任何韵律特征的误用都可能影响面对面互动所要传达的情绪、感受和态度。在对伊拉克库尔德斯坦地区10所不同大学的54名大学教师进行问卷调查分析的基础上,该研究得出结论,学生面临的大多数问题可能与重音、语调和其他韵律特征的滥用有关。因此,英语教师应该更加注意让学生学会如何使用韵律特征,使他们在面对面的交流中充分地传递信息。这就需要专门的韵律特征课程来帮助学生克服面对面交流中出现的误用现象。这是不可避免的,因为准确和流利的交际要求学生掌握语段和超语段两个特征。这种必要性背后的原因可以归因于这样一个事实,即断断续续和/或不正确的发音可以被认为是沟通中误解背后最突出的因素之一。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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