The Implementation of ISSECI Model for Enhancing Thai EFL Students' Intercultural Pragmatic Competence: Politeness Strategies

Autor/inn/en	Kong-In, Wapee; Damnet, Anamai
Titel	The Implementation of ISSECI Model for Enhancing Thai EFL Students' Intercultural Pragmatic Competence: Politeness Strategies
Quelle	In: Advances in Language and Literary Studies, 9 (2018) 3, S.34-42 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2203-4714
Schlagwörter	Cultural Awareness; English (Second Language); Second Language Learning; Second Language Instruction; Language Proficiency; Pragmatics; Intercultural Communication; Teaching Methods; Communicative Competence (Languages); Instructional Innovation; Undergraduate Students; Task Analysis; Foreign Countries; Models; Linguistic Theory; Linguistic Input; Knowledge Management; Majors (Students); Scaffolding (Teaching Technique); Thailand + Suchen Sie Ihr Suchwort? Cultural identity; Kulturelle Identität; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language skill; Language skills; Sprachkompetenz; Pragmalinguistik; Interkulturelle Kommunikation; Teaching method; Lehrmethode; Unterrichtsmethode; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Educational Innovation; Bildungsinnovation; Aufgabenanalyse; Ausland; Analogiemodell; Linguistische Theorie; Sprachbildung; Wissensmanagement
Abstract	Regarding pedagogical purpose, Thai EFL learners' communicative English proficiency is obviously restricted by the limited experiences of L2 politeness strategies. The aim of the current study is to investigate the effectiveness of the innovative teaching, ISSECI Model in terms of intercultural pragmatic competence: face threatening ace (FTA)--Do FTA and Don't do FTA. The twenty Thai EFL undergraduate students from Rajabhat University were selected as participants through simple random sampling. Data were collected using rejoinder-discourse completion task mixed with open time free response construction, and was statistically analyzed in MEAN, standard deviation, and t-test. The findings revealed that the participants' intercultural pragmatic competence after learning through ISSECI Model is significantly higher than that before the experiment (*p < 0.05). The participants' perception with regard to ISSECI Model included four domains, i.e., English knowledge gained, cultural awareness, strengths, and weaknesses of the model. (As Provided).
Anmerkungen	Australian International Academic Centre PTY, LTD. 11 Souter Crescent, Footscray VIC, Australia 3011. Tel: +61-3-9028-6880; e-mail: editor.alls@aiac.org.au; Web site: http://journals.aiac.org.au/index.php/alls/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01