DISCOURSE ANALYSIS OF EFL TEACHERS’REQUEST

Muhammad Arif Al, Hakim (2015) DISCOURSE ANALYSIS OF EFL TEACHERS’REQUEST. Other thesis, IAIN SALATIGA.

Text Skripsi_COMPLETE PAPER FIX.pdf Download (1MB)

Abstract

I conducted this study because I would like to analyse the request’ strategies and modifications produced by English Foreign Language (EFL) teachers. In addition, I also investigated its frequencies and the perspective of EFL teachers using request strategies. The problems study were formulated as follows: what kinds of request strategies are produced by EFL teachers?; what are the internal and external modifiers of request produced by EFL teachers?; what is the most frequent request strategies and the internal and external modifiers of request used by EFL teachers? The design used in this study was descriptive qualitative. I applied the Written Discourse Completion Task (WDCT) questionnaire to collect the data of EFL teachers’ requests. The units of analysis are both of the categorisation and classification of the three main levels of request’s directness strategies and the internal and external modifiers of request. I used Blum-Kulka et al. (1989) theory on the request strategies of directness level and Schauer’s (2009) theories on the modification of request utterances to analyze the elicited data of EFL teachers’ requests. There were three results in this study. First, the results indicated that the teachers prefer used the direct strategy (45%) to conventionally (35%) and nonconventionally (20%) indirect strategy of request. The direct strategy consists of five sub-strategies; mood derivable, explicit performatives, hedged performatives, obligation statements, want statements. The most preferred sub-strategy used by EFL teachers is mood derivable (34%). Second, the teachers’ perspectives were equally in line with the elicited data gaining from WDCT questionnaire. According to the teachers’ perspectives of request strategy, indirect strategy (36%) was more appropriate than direct strategy (64%) applied to the students. Based on the elicited data gained from WDCT questionnaire, indirect strategy (55%) was more superior to direct strategy. Third, there were two modifiers of request. The EFL teachers produced several types of both two modifiers of requests. The EFL teachers produced internal modifications (60.2%) and external modifications (39.8%). Those percentages were taken from 150 request utterances produced by the teachers. The results show that the most frequent modification’s type was politeness marker. It was used in 33.4% out of 168 modifications of the request.

Actions (login required)

View Item