THE EFFECTS OF TASK REPETITION ON THE DEVELOPMENT OF PRAGMATIC COMPETENCE OF THAI EFL UNIVERSITY STUDENTS
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Abstract
This study revealed the results of the effects of task repetition towards the development of pragmatic competence of Thai EFL university students. The study was conducted with 101 English majors who were grouped into three instructional groups: identical task repetition (IR), task type repetition (TR), and traditional class. The two treatment groups (IR and TR) were given a pretest, six treatment tasks on pragmatic speech act of complaint, an attitude questionnaire, and a posttest. Meanwhile, the traditional class group were given a pretest, a traditional teaching method of one task, and a posttest after class. During the treatment, the IR group engaged in six tasks with the same content and the same procedure while the TR group performed six tasks with the same procedure but different content each time. Learners from both treatment groups received the tasks twice a week, and a questionnaire and a posttest after all six treatments. The results revealed that both the treatment groups showed significant development on pragmatic competence with a priori set at 0.05 and had positive attitudes towards task repetition.
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References
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