EFL Learners’ Pragmatic Learning through Conventional Teaching and YouTube Interventional Teaching: The Case of Request at Hotel Front Desk Service (Published)
The present study compared the impacts of two methods of teaching pragmatics: Conventional Teaching Method (CTM) and YouTube Interventional Teaching Method (YITM), on the process of teaching request speech act in hotel front desk service to 60 EFL Thai hospitality students. To examine the effects of each type of instruction, the data collected through a written discourse completion test (WDCT) were later analyzed using descriptive statistics, t-test, and ANCOVA. The results indicated that both types of instruction improved learners’ performance of request. However, students who learned pragmatics through the YITM outperformed the group of students who learned through the CTM in using requests in situations related to hotel front office service in terms of the ability to use the correct speech act, expressions and vocabulary, the amount of information, and the degree of appropriateness. The findings provide insights into the facilitative impact of pragmatic instruction with YouTube and present suggestions for ESP teachers and materials developers.
This study aims to discuss the speech acts of requesting and apologizing cross-culturally and cross-linguistically. At a more specific level, the study investigates the connection between politeness and indirectness. In the present study, multiple choice discourse completion tasks (MDCT) are used to collect data. MDCT is a method of data collection which provides fully comparable data in different languages, making it possible to draw conclusions about culture specific politeness norms. The data is based on requests elicited from Bosnian and Turkish university students. The study focuses on a qualitative analysis of data. However, a quantitative analysis is provided for cross-cultural comparison. Th