![]() ![]() Firstly, children’s meta-pragmatic knowledge of apologies was tested and then two different age groups (4 0-4 11 and 5 0-6 0) were compared to trace possible developmental trends with increasing age in terms of complexity of patterns, variety and types of strategies. Hence, the aim of this descriptive study was to explore Turkish preschool children’s pragmatic competence with regard to their apology realization patterns. However, the same does not hold true for children’s perceptions and productions of apologies with a relatively narrow range of studies in a small number of languages. Thanks to these studies, conducted mostly in the field of interlanguage or cross-cultural pragmatics, adult-usage has grown into a well-defined area in various languages including Turkish. Existing research in the relevant literature points at the existence of variations as well as universals across languages in the conceptualization and realization of this act. Īpologies are regarded as one of the most important speech acts since they have the function of redressing damaged relationships and restoring social harmony between the interactants following a violation of a social norm. Kayaoğlu & Sağlamel, 2013 Öztürk & Gürbüz, 2013, November Subaşı, 2010 Zerey, 2010 Fear of making mistake Bozer & Çalışkan, 2016 Debreli & Demirkan, 2015 Han & Şahan, 2016 Mestan, 2017 Öztürk & Gürbüz, 2014 Tüm & Kunt, 2013 Yaman, 2016 Fear of failure and getting low marks Bozer & Çalışkan, 2016 Kayaoğlu & Sağlamel, 2013 Koçak, 2010 Zerey, 2010 Speaking in front of others in classroom Koçak, 2010 Öztürk & Gürbüz, 2014 Zerey, 2010 Gender factor was found to be a predicting factor of speaking anxiety in some studies while some could not find a significant relationship between gender and anxiety Balemir, 2009 Debreli & Demirkan, 2015 Competitiveness among students by comparing their performance to good students in class Balemir, 2009 Kayaoğlu & Sağlamel, 2013 Subaşı, 2010 Fear of negative evaluation by peers Balemir, 2009 Bozer & Çalışkan, 2016 Debreli & Demirkan, 2015 Öztürk & Gürbüz, 2014 Subaşı, 2010 Students' beliefs and feelings towards speaking English Mestan, 2017 Okay & Balçıkanlı, 2017 Öztürk & Gürbüz, 2013, November Yaman, 2016 Level of instruction and proficiency level of learners Balemir, 2009 Debreli & Demirkan, 2015Okay & Balçıkanlı, 2017 Lack of speaking practice in foreign language Debreli & Demirkan, 2015 Okay & Balıçıkanlı, 2017 Immediate questions and spontaneous speaking due to unpreparedness. Studies that aim to explore the sources of FLSA revealed causes of anxiety as presented in Table 3. ![]() Most of the EFL learners perceived speaking English itself as the most anxiety provoking factor. ![]()
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