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ENHANCING PRAGMATIC COMPETENCE THROUGH DISCOURSE
COMPLETION TASKS
Shamsutdinova Lyutsiya
Teacher
UzSWLU
Abstract
This paper explores the effectiveness of Discourse Completion Tasks (DCTs) in teaching
pragmatic competence, focusing on their role in language acquisition and development. The study
delves into the theoretical framework of pragmatics and the significance of pragmatic competence in
effective communication. Through a comprehensive review of literature and empirical evidence, this
article highlights the benefits of employing DCTs as a pedagogical tool in language classrooms. By
integrating DCTs into language instruction, educators can enhance learners
’
ability to understand
and produce contextually appropriate language, thereby fostering effective communication skills.
Keywords:
Discourse Completion Tasks, pragmatic competence, language acquisition,
effective communication, social contexts.
Effective communication involves not only linguistic proficiency but also
pragmatic competence, which encompasses the ability to use language appropriately
in various social contexts. Pragmatic competence has been essentially recognized as
one of the factors to perceive learners
’
communicative competence. Many research
studies on pragmatic competence have affirmed that even proficient English learners
often use language inappropriately [1,21].
Therefore, pragmatic competence plays a
crucial role in language acquisition and development, as it enables individuals to
convey intended meanings effectively while considering the social and cultural norms
of communication. The Discourse Completion Task (DCT) is probably the most widely
used data collection instrument in cross-cultural pragmatics, a field of enquiry that
compares different speech acts across languages, and in interlanguage pragmatics,
which examines learners
’
pragmatic competence and development [4,229].
Topical issues of language training
in the globalized world
297
Pragmatic competence is essential for effective communication, particularly in
cross-cultural interactions where cultural norms and social conventions vary.
Individuals with pragmatic competence can adjust their language use based on
situational factors, such as the relationship between interlocutors, the context of
communication, and the cultural background of participants. Lack of pragmatic
competence can lead to misinterpretations, misunderstandings, and communication
breakdowns, undermining the effectiveness of communication.
DCTs are a widely used method in pragmatics research and language teaching.
They involve presenting participants with written or spoken scenarios and asking them
to complete the dialogue or respond to the situations as they would in real life. DCTs
provide learners with opportunities to practice producing and interpreting contextually
appropriate language in various communicative contexts. They also allow educators to
assess learners
’
pragmatic competence and provide targeted feedback.
The DCT evolved from discourse completion exercises developed by Levenston
and Blum (1978), which were designed for the study of L2 lexical acquisition. One of
the advantages of these exercises was that they enabled researchers to compare the
performance of learners and native speakers or learners at different proficiency levels.
Participants completing the exercises were instructed to fill in a blank with one word.
The provided “discourse” was designed “to restrict as far as possible the number of
acceptable alternatives and consisted of one or maximally two sentences [3,16].
DCTs have been extensively used is the field of interlanguage pragmatics, which
is closely related to cross-cultural pragmatics, in that interlanguage studies typically
elicit three sets of data, allowing for a comparison between the native and the target
language, as well as an examination of the pragmatic features of the interlanguage.
Apart from examining learners
’
pragmatic transfer, thus documenting their difficulties
in bringing across the intended illocutionary force of a given speech act, interlanguage
studies using DCTs have also examined pragmatic development, albeit almost
exclusively via a cross-sectional design [2,15].
Topical issues of language training
in the globalized world
298
Numerous studies have demonstrated the effectiveness of DCTs in enhancing
learners
’
pragmatic competence. By engaging in DCTs, learners develop awareness of
pragmatic features such as speech acts, politeness strategies, and conversational
implicature. They also learn to consider contextual factors when producing and
interpreting language. Furthermore, DCTs facilitate authentic communication practice,
enabling learners to apply pragmatic knowledge in realistic scenarios.
Educators can integrate DCTs into language instruction by designing tasks that
target specific pragmatic features relevant to learners
’
proficiency levels and learning
goals. DCTs can be incorporated into classroom activities, assessments, and role-plays
to provide meaningful practice opportunities. Additionally, providing explicit
instruction on pragmatic principles alongside DCTs enhances learners
’
understanding
and application of pragmatic competence.
To sum up, Discourse Completion Tasks (DCTs) offer a valuable approach to
teaching pragmatic competence in language classrooms. By engaging learners in
realistic communication scenarios and prompting them to produce contextually
appropriate language, DCTs facilitate the development of pragmatic awareness and
skills. Educators should consider integrating DCTs into language instruction to
enhance learners
’
ability to communicate effectively in diverse social contexts.
References
1.
Aufa F. The use of discourse completion task (DCT) as explicit instruction on
Indonesian EFL learners
’
production of suggestion acts //Journal of English and
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2011.
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P. 21-43.
2.
Barron A. Acquisition in interlanguage pragmatics //Acquisition in Interlanguage
Pragmatics.
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2003.
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P. 1-416.
3.
Levenston E. A., Blum S. Discourse-Completion as a Technique for Studying Lexical
Features of Interlanguage. Working Papers on Bilingualism, No. 15.
–
1978. P 13-21.
4.
Ogiermann E. Discourse completion tasks //Methods in pragmatics.
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2018.
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Т
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P. 229-255.
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