PRAGMATIC COMPETENCE IN EFL: LEARNERS' MOTIVATION AND PRODUCTION / (Kayıt no. 292872)
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| 000 -BAŞLIK | |
|---|---|
| Sabit Uzunluktaki Kontrol Alanı | 03725nam a22002657a 4500 |
| 003 - KONTROL NUMARASI KİMLİĞİ | |
| Kontrol Alanı | KOHA |
| 005 - EN SON İŞLEM TARİHİ ve ZAMANI | |
| Kontrol Alanı | 20241008132036.0 |
| 008 - SABİT UZUNLUKTAKİ VERİ ÖGELERİ - GENEL BİLGİ | |
| Sabit Alan | 240927d2024 cy d|||| |||| 00| 0 eng d |
| 040 ## - KATALOGLAMA KAYNAĞI | |
| Özgün Kataloglama Kurumu | CY-NiCIU |
| Kataloglama Dili | eng |
| Çeviri Kurumu | CY-NiCIU |
| Açıklama Kuralları | rda |
| 041 ## - DİL KODU | |
| Metin ya da ses kaydının dil kodu | eng |
| 090 ## - Yerel Tasnif No | |
| tasnif no | D 425 |
| Cutter no | K33 2024 |
| 100 1# - KİŞİ ADI | |
| Yazar Adı (Kişi adı) | Kaderli, Aycan |
| 245 10 - ESER ADI BİLDİRİMİ | |
| Başlık | PRAGMATIC COMPETENCE IN EFL: LEARNERS' MOTIVATION AND PRODUCTION / |
| Sorumluluk Bildirimi | AYCAN KADERLİ ; SUPERVISOR, ASSOC. PROF. DR. ÖZGE RAZI |
| 264 ## - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE | |
| Date of production, publication, distribution, manufacture, or copyright notice | 2024 |
| 300 ## - FİZİKSEL TANIMLAMA | |
| Sayfa, Cilt vb. | 193 sheets ; |
| Boyutları | 30 cm |
| Birlikteki Materyal | +1 CD ROM |
| 336 ## - CONTENT TYPE | |
| Source | rdacontent |
| Content type term | text |
| Content type code | txt |
| 337 ## - MEDIA TYPE | |
| Source | rdamedia |
| Media type term | unmediated |
| Media type code | n |
| 338 ## - CARRIER TYPE | |
| Source | rdacarrier |
| Carrier type term | volume |
| Carrier type code | nc |
| 502 ## - TEZ NOTU | |
| Tez Notu | Thesis (PhD) - Cyprus International University. Institute of Graduate Studies and Research English Language Teaching |
| 520 ## - ÖZET NOTU | |
| Özet notu | Numerous language-learning variables play a crucial role in students' pragmatic<br/>competence development. However, amongst many of these variables, factors like<br/>age, gender, and proficiency level have not been extensively researched. Specifically,<br/>domains like motivation and its role in pragmatic development are understudied.<br/>This extensive study followed a mixed methods approach with a sequential mixed<br/>design first to investigate English preparatory school students' general pragmatic and<br/>speech-act-specific motivation and explore their relationship with speech act<br/>production. Research acknowledges that mixed method research design assist is an<br/>approach that assists in obtaining both qualitative and quantitative data on a<br/>phenomenon investigated (Creswell, 2007). A quantitative approach was adopted for<br/>the first part of this study to determine an in-depth understanding of students'<br/>pragmatic motivation and speech act-specific motivation for request, refusal, and<br/>apology. Secondly, preparatory school students' performance in pragmatic<br/>production has been investigated. Their ability to achieve pragmatic production has<br/>been measured with a Written Discourse Completion Test, a measure of pragmatic<br/>production. One hundred and sixty students participated in this study. The<br/>participants were predominantly students who studied at the preparatory school of a<br/>private university in North Cyprus. After collecting the data, it was analysed. The<br/>Statistical Package for Social Sciences (SPSS) 26 and AMOS 26 software were used<br/>to analyse the research data. The teacher-made rubric for analysing pragmatic<br/>production was used to analyse the test for learners' pragmatic production based on<br/>the WDCT. This rubric was structured on four variables: formality, politeness,<br/>directness, and appropriateness.<br/>The study revealed no significant difference between male and female EFL learners'<br/>motivation for pragmatic and speech acts. Also, the study unveiled that no significant<br/>differences exist among age groups of EFL learners in their motivation for pragmatic<br/>and speech acts. Furthermore, no significant differences exist among proficiency<br/>levels of EFL learners in their pragmatic and speech act motivation. From the<br/>analysis of the results, it has been reported that a statistically significant relationship<br/>exists between the participants' general pragmatic motivation and speech act-specific<br/>iii<br/>motivation. Equally, results concerning how learners produce requests, refusals and<br/>apologies in different social contexts were provided and reported in the study. The<br/>analysis of the production tests indicated that most of the learners were able to<br/>produce the required level of politeness, formality and appropriateness in their<br/>speech acts. |
| 650 #0 - KONU BAŞLIĞI EK GİRİŞ - KONU TERİMİ | |
| Konusal terim veya coğrafi ad | English Language |
| Alt başlık biçimi | Dissertations, Academic |
| Genel Alt Konu | Study and teaching |
| 700 1# - EK GİRİŞ - KİŞİ ADI | |
| Yazar Adı (Kişi adı) | Razı, Özge |
| İlişkili Terim | supervisor |
| 942 ## - EK GİRİŞ ÖGELERİ (KOHA) | |
| Sınıflama Kaynağı | Dewey Onlu Sınıflama Sistemi |
| Materyal Türü | Thesis |
| Geri Çekilme Durumu | Kayıp Durumu | Sınıflandırma Kaynağı | Kredi için değil | Koleksiyon Kodu | Kalıcı Konum | Mevcut Konum | Raf Yeri | Kayıt Tarih | Source of acquisition | Toplam Ödünçverme | Yer Numarası | Demirbaş Numarası | Son Görülme Tarihi | Kopya Bilgisi | Fatura Tarihi | Materyal Türü | Genel / Bağış Notu |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Dewey Onlu Sınıflama Sistemi | Tez Koleksiyonu | CIU LIBRARY | CIU LIBRARY | Depo | 27.09.2024 | Bağış | D 425 K33 2024 | T3884 | 27.09.2024 | C.1 | 27.09.2024 | Thesis | English Language | ||||
| Dewey Onlu Sınıflama Sistemi | Tez Koleksiyonu | CIU LIBRARY | CIU LIBRARY | Görsel İşitsel | 27.09.2024 | Bağış | D 425 K33 2024 | CDT3884 | 27.09.2024 | C.1 | 27.09.2024 | Suppl. CD | English Language |