000			02807nam a22002657a 4500
003			KOHA
005			20241016145241.0
008			240925d2024 cy ||||| |||| 00| 0 eng d
040			_aCY-NiCIU _beng _cCY-NiCIU _erda
041			_aeng
090			_aYL 3372 _bE39 2024
100	1		_aEhwas, Faisal Ramadan Mohammed
245	1	4	_aTHE PERCEPTIONS OF LIBYAN EFL STUDENTS' PRAGMATICS OF SPEECH-ACT USAGE / _cFAISAL RAMADAN MOHAMMED EHWAS ; SUPERVISOR, ASST. PROF. DR. GÜLİZ ÖZÜTÜRK
264			_c2024
300			_a72 sheets ; _c30 cm _e+1 CD ROM
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
502			_aThesis (MA) - Cyprus International University. Institute of Graduate Studies and Research English Language Teaching
520			_aLearners of a foreign language must interact correctly in the target language, necessitating a level of pragmatic competence and an understanding of linguistic forms and functions. The process of acquiring a new language extends much beyond the mere act of memorizing its vocabulary. Students will likely encounter initial difficulties in comprehending the semantic nuances of individual words and after that struggle with the retention and appropriate usage of said words. For an extended period, children in Libya have been deprived of the opportunity to receive standard educational services. When someone engages in verbal communication, they participate in what is known as a "speech act," which encompasses many types of communicative actions such as apologies, requests, or compliments. This research examines the pragmatic competence of EFL (English as a Foreign Language) students in Libya. This research looked at three areas of pragmatics—speech actions, implicatures, and pragmatic routines—to gauge students' pragmatic competence and examine whether or not their cultural backgrounds affected their linguistic agility. Data was collected using a multiple-choice discourse completion task (MDCT). The contexts consist of the classification of speech acts by Searle theory and three main categories of compliment such as skill, possession, and personality characteristics used in the study. 250 students in the College of Arts English department participated in the research. The results of the study also show that Libya's culture has an impact on the pragmatic skills of EFL students. In conclusion, some implications for the classroom were offered to increase and enhance students' pragmatic awareness and comprehension among those learning English as a foreign language.
650		0	_aEnglish language _vDissertations, Academic _xStudy and teaching
700	1		_aÖzütürk, Güliz _esupervisor
942			_2ddc _cTS
999			_c292844 _d292844