مشاري علي محمد الصعيري

 


      
 
الاسم الاول: 
مشاري
اسم العائلة: 
الصعيري
الدرجة العلمية: 
دكتوراة
مجال الدراسة: 
العلوم الإنسانية والإجتماعية
المؤسسة التعليمية: 
Anglia Ruskin University

مجال التميز

تميز دراسي وبحثي

 

 

البحوث المنشورة

 

البحث (1):

 

عنوان البحث:

Earlier is Better: Learning English in Saudi Arabia

رابط إلى البحث:

Click here

تاريخ النشر:

11/12/2017

موجز عن البحث:

 

Various studies have been carried out in order to find out the suitable age for foreign language acquisition. Every research study has had a different Critical Period (CP) and most of them have not been really close together in terms of years. Critical Period refers to the actual time frame during which foreign language acquisition should take place. The study at hand does not look at the actual age, but at theories about why there is an age. Age comes as a result of factors that urge one into learning a second foreign language. These factors are known as domains. Due to this fact this survey investigates why children should be taught a foreign language earlier as well as assessing their feelings about learning a new language (Li & Schmitt, 2009).

 

 

المؤتمرات العلمية:

 

المؤتمر (1):

 

عنوان المؤتمر:

CONFERENCE ON LINGUISTIC AND INTERCULTURAL EDUCATION

تاريخ الإنعقاد:

16/06/2017

مكان الإنعقاد:

Alba lulia, Romania

طبيعة المشاركة:

Paper presentation

عنوان المشاركة:

Pragmalinguistic competence of Saudi speakers of English: The case of refusal of invitation

ملخص المشاركة:

 

The present study examines realization of the speech act of refusal of invitations made by advanced Saudi EFL learners in the UK in comparison with the British native speakers. This examination is based on the factors of L1 culture (including social distance and social power). It handles the main question of "to what extent does the realization of the refusal of invitation by Saudi EFL learners differ from that of the British speakers in terms of pragmalinguistcs?" According to Kasper and Rose (2002) such three sets of comparable data help identify the pragmalinguistic differences between native and non-native speakers and the impact which L1 learners has on their L2 pragmatic competence.

 

Therefore, data were collected from 60 participants divided into three groups with 2o participants each. Group 1 includes Saudi EFL learners studying at the Anglia Ruskin University (ARU), whereas group 2 comprised Saudi EFL learners who are studying at home. Group 3 includes British undergraduates at the ARU.   

 

Data were collected through a 6-situation role play. Situations are designed to equally require responses of refusal by the participants. That is, six situations require refusal responses to the speech act of inviting.

 

The responses strategies were adopted from Beebe, Takahashi, & Uliss-Weltz (1990) and Tseng (1999) in two parts of direct and indirect responses. Some of unclassified responses were found in Saudi group in Saudi Arabia. The data were analysed by ANOVA and it showed a negative pragmalinguistics in the target group. Saudi students tend to use more strategies in each response while British students do not use more than two strategies. Also, Saudi students in Saudi Arabia used religious expressions and they were classified into three types, namely religious wishing, religious swears and religious prayers.

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