{"title":"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","authors":"Bilal Ed-deraouy, Sakale Sana","doi":"10.32996/ijllt.2024.7.1.11","DOIUrl":null,"url":null,"abstract":"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.","PeriodicalId":505990,"journal":{"name":"International Journal of Linguistics, Literature and Translation","volume":"50 14","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2024-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Examining Pragmatic Knowledge in Speech Acts of Request, Compliment Response, and Apology among Moroccan EFL Students\",\"authors\":\"Bilal Ed-deraouy, Sakale Sana\",\"doi\":\"10.32996/ijllt.2024.7.1.11\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"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.\",\"PeriodicalId\":505990,\"journal\":{\"name\":\"International Journal of Linguistics, Literature and Translation\",\"volume\":\"50 14\",\"pages\":\"\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2024-01-12\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"International Journal of Linguistics, Literature and Translation\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.32996/ijllt.2024.7.1.11\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Linguistics, Literature and Translation","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.32996/ijllt.2024.7.1.11","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
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.