1. International Journal of Kurdish Studies
  2. Archive
  3. Volume 6, Issue 2
Year 2020, Volume 6 , Issue 2, Pages 164 - 174 2020-08-25

Does Multimedia Technology Facilitate Pragmatics Awareness among Teenage Learners? A Case of Secondary-School Students
Does Multimedia Technology Facilitate Pragmatics Awareness among Teenage Learners? A Case of Secondary-School Students

Mehmet Veysi BABAYİĞİT [1]

Abstract

This study aims to raise awareness among teenage learners of the difference between direct and indirect “speech acts” in pragmatics through multimedia technology. In a case study with 35 participants between the ages of 13 and 15, the data-collection process consisted of pre-tests, multimedia technology, and post-tests. Pre- and post-tests comprised the same ten questions about speech acts. The participants engaged in explicit learning with a smart board and projector in order to understand the distinction between the direct and indirect speech act. The results indicate that the participants were able to grasp pragmatics awareness and that they were greatly motivated to learn through multimedia technology.

This study aims to raise awareness among teenage learners of the difference between direct and indirect “speech acts” in pragmatics through multimedia technology. In a case study with 35 participants between the ages of 13 and 15, the data-collection process consisted of pre-tests, multimedia technology, and post-tests. Pre- and post-tests comprised the same ten questions about speech acts. The participants engaged in explicit learning with a smart board and projector in order to understand the distinction between the direct and indirect speech act. The results indicate that the participants were able to grasp pragmatics awareness and that they were greatly motivated to learn through multimedia technology.

References

  • Al Tarawneh, M. Q. (2015). A useful guide to teaching and testing of pragmatics in the EFL/ESL classroom. International Journal of English Language and Linguistics Research, 3(3), 66–79.
  • Arıkan, A. & Yılmaz, A.F. (2020). Pre-service english language teachers’ problematic sounds. International e-Journal of Educational Studies (IEJES), 4 (7), 1-26.
  • Atadil-Kuzucu, E. & Kartal, G. (2020). Technology and content integration for english language learners in a vocational high school. Journal of Computer and Education Research, 8 (15), 114-135.
  • Austin, J.L. (1962). How to Do Things With Words. New York: Oxford University Press.
  • Bardovi-Harlig, K., Hartford, B. A. S., Mahan-Taylor, Morgan, R., & Reynolds, W. (1991). Developing pragmatic awareness: Closing the conversation. ELT Journal, 45(1), 4–15
  • Bardovi-Harlig, K. (1996). Pragmatics and language: Bringing pragmatics and pedagogy together. In L. F. Bouton (ed.), Pragmatics and language learning (7, pp. 21–39). Urbana-Champaign: University of Illinois, Division of English as International Language.
  • Bardovi-Harlig, K., & Dornyei, Z. (1998). Do language learners recognize pragmatic violations? Pragmatic versus grammatical awareness in instructed L2 learning. TESOL Quarterly¬, 32(2), 233–262.
  • Celce-Murcia, M., & Olshtain, E. (2005). Discourse and context in language teaching: A guide for language teachers (3rd ed.). Cambridge: Cambridge University Press.
  • Cohen, A. (2008). Teaching and assessing pragmatics: What can we expect from learners? Language Teaching, 41(2), 213–235.
  • Crandall, E., & Basturkmen, H. (2004). Evaluating pragmatics-focused materials. ELT Journal, 58(1), 38–49.
  • Denzin, N. K., & Lincoln, Y. S. (2008). Introduction: The discipline and practice of qualitative research.
  • Gilakjani, A. P. (2012). The significant role of multimedia in motivating EFL learners' interest in English language learning. International Journal of Modern Education and Computer Science, 4(4), 57.
  • Hongling, Zhang. (2010). The development tendency of the modern foreign language teaching and the computer assisted instruction. Computer-Assisted Foreign Language Education. 3
  • Jianda, L. (2007). Developing a pragmatics test for Chinese EFL learners. Language Testing, 24(3), 391–415.
  • Jones, A., & Issroff, K. (2005). Learning technologies: Affective and social issues in computer-supported collaborative learning. Computers & Education, 44(4), 395– 408.
  • Kramsch, C. (1999). Teaching text and context through multimedia. Language Learning &Technology, 2(2), 31–41.
  • Li, C. N. (1986). Direct speech and indirect speech: A functional study. Direct and indirect speech, 29–45.Trends in Linguistics Studies and Monographs, Amsterdam.
  • Mayer, R. E. (1997). Multimedia learning: Are we asking the right questions? Educational psychologist, 32(1), 1–19.
  • M. L. Mao. (2010). A study on the problems and their countermeasures of multimedia teaching of college English. Computer-Assisted Education Study, 68–70.
  • Murray, N. (2010). Pragmatics, awareness raising, and the Cooperative Principle. ELT Journal, 64(3), 293–301.
  • Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles: Concepts and evidence. Psychological science in the public interest, 9(3), 105-119.
  • Stein, M. V. (2000). U.S. Patent No. 6,130,668. Washington, DC: U.S. Patent and Trademark Office.
  • Tanaka, K. (1997). Developing pragmatic competence: A learners-as-researchers approach. TESOL Journal, 6(3), 14–18.
  • Toscu, S. (2019). Instructors‟ awareness of the syntactic and morphological differences between british and american english. International e-Journal of Educational Studies (IEJES), 3 (6), 116-127.

Details

Primary Language en
Subjects Social
Journal Section Makaleler
Authors

Orcid: 0000-0003-4136-7434
Author: Mehmet Veysi BABAYİĞİT (Primary Author)
Institution: BATMAN ÜNİVERSİTESİ
Country: Turkey
Dates

Publication Date : August 25, 2020

Cite

Bibtex @research article { ijoks724142, journal = {International Journal of Kurdish Studies}, issn = {2149-2751}, eissn = {2149-2751}, address = {}, publisher = {Hasan KARACAN}, year = {2020}, volume = {6}, pages = {164 - 174}, doi = {10.21600/ijoks.724142}, title = {Does Multimedia Technology Facilitate Pragmatics Awareness among Teenage Learners? A Case of Secondary-School Students}, key = {cite}, author = {Babayi̇ği̇t, Mehmet Veysi} }
APA Babayi̇ği̇t, M . (2020). Does Multimedia Technology Facilitate Pragmatics Awareness among Teenage Learners? A Case of Secondary-School Students . International Journal of Kurdish Studies , 6 (2) , 164-174 . DOI: 10.21600/ijoks.724142
MLA Babayi̇ği̇t, M . "Does Multimedia Technology Facilitate Pragmatics Awareness among Teenage Learners? A Case of Secondary-School Students" . International Journal of Kurdish Studies 6 (2020 ): 164-174 <http://ijoks.com/en/pub/issue/56281/724142>
Chicago Babayi̇ği̇t, M . "Does Multimedia Technology Facilitate Pragmatics Awareness among Teenage Learners? A Case of Secondary-School Students". International Journal of Kurdish Studies 6 (2020 ): 164-174
RIS TY - JOUR T1 - Does Multimedia Technology Facilitate Pragmatics Awareness among Teenage Learners? A Case of Secondary-School Students AU - Mehmet Veysi Babayi̇ği̇t Y1 - 2020 PY - 2020 N1 - doi: 10.21600/ijoks.724142 DO - 10.21600/ijoks.724142 T2 - International Journal of Kurdish Studies JF - Journal JO - JOR SP - 164 EP - 174 VL - 6 IS - 2 SN - 2149-2751-2149-2751 M3 - doi: 10.21600/ijoks.724142 UR - https://doi.org/10.21600/ijoks.724142 Y2 - 2020 ER -
EndNote %0 International Journal of Kurdish Studies Does Multimedia Technology Facilitate Pragmatics Awareness among Teenage Learners? A Case of Secondary-School Students %A Mehmet Veysi Babayi̇ği̇t %T Does Multimedia Technology Facilitate Pragmatics Awareness among Teenage Learners? A Case of Secondary-School Students %D 2020 %J International Journal of Kurdish Studies %P 2149-2751-2149-2751 %V 6 %N 2 %R doi: 10.21600/ijoks.724142 %U 10.21600/ijoks.724142
ISNAD Babayi̇ği̇t, Mehmet Veysi . "Does Multimedia Technology Facilitate Pragmatics Awareness among Teenage Learners? A Case of Secondary-School Students". International Journal of Kurdish Studies 6 / 2 (August 2020): 164-174 . https://doi.org/10.21600/ijoks.724142
AMA Babayi̇ği̇t M . Does Multimedia Technology Facilitate Pragmatics Awareness among Teenage Learners? A Case of Secondary-School Students. Kurdish Studies. 2020; 6(2): 164-174.
Vancouver Babayi̇ği̇t M . Does Multimedia Technology Facilitate Pragmatics Awareness among Teenage Learners? A Case of Secondary-School Students. International Journal of Kurdish Studies. 2020; 6(2): 164-174.
IEEE M. Babayi̇ği̇t , "Does Multimedia Technology Facilitate Pragmatics Awareness among Teenage Learners? A Case of Secondary-School Students", International Journal of Kurdish Studies, vol. 6, no. 2, pp. 164-174, Aug. 2020, doi:10.21600/ijoks.724142
Authors of the Article
Mehmet Veysi BABAYİĞİT [1]
Submit Article
Archive
Editorial Board
Contact
TR Dizin
TR Dizin


NOTICE: All submissions will be accepted through the Manuscript Submission System. Please click on http://ijoks.com/ and register to submit a paper.