Most commonly it is agreed that politeness is reflected in the pragmatic use of language. Although the politeness phenomenon is universal, with many expressional similarities, each language possesses norms and ways of expressing politeness within a given cultural context. Politeness has connection with everyday life such as with greeting, inviting, helping, apologizing, opinions, advice, questioning and suggesting information etc. English speaker tourists most frequently visit and resident in Hawassa City-Ethiopia and have cultural and communication exposure. However, many Ethiopian students are observed incompetent in this regard. Thus, the current study was intended to improve EFL learners’ polite requesting skills in some selected situations both in classroom contexts and outside contexts. For this purpose, the pre-experimental research design was employed to the study, and twenty students (10 females and 10 males) were randomly selected by lottery system from the 9th B classroom. This makes 22.2% of the population in the class. Six politeness genres were selected from the students’ English textbook for explicit lesson intervention. Based on Written Discourse Completion Test (WDCT) instrument prepared from these contents, both pretest and posttest conditions were administered to the selected students. Also cooperative learning strategies such as role play, pair work, group discussion, extemporaneous speeches on situations, cooperative jigsaw, interactive discourse, timed interview, Think-Pair-Share (TPS) were utilized during the lesson sessions. Then, frequencies, means, standard deviations, variances and percentages were used to obtain the main findings. On pretest, students have scored the overall 27.16% (mean, 8.15) regarding all polite request situations. However, it was found that the posttest scores showed great difference about 78.3% (mean, 23.5) in all situations. The study has also sought which request contexts grade nine students improve best as a result of the explicit instruction. Although students have improved performance in all tested situations, they had showed very significant change on request for apology followed by for help. In apology situation the students have achieved 90% and the least in preference scenario which is 65%. Thus, it is recommended that learners have to be explicitly taught in context of these language genres to develop learners' communicative abilities in the area. Teachers should devote time to instruct on this language content [polite request] as it is everyday encounter in one's life. Syllabus designers also should allot much time and tasks on the area so that school teachers give attention to areas.
| Published in | Research & Development (Volume 5, Issue 4) |
| DOI | 10.11648/j.rd.20240504.11 |
| Page(s) | 97-105 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2024. Published by Science Publishing Group |
Speaking, Polite Request, Productive Skills, Politeness Pragmatics, Discourse Competence
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APA Style
Miko, A. G. (2024). Improving Grade Nine Students’ English Language Speaking Skill of Polite Requests: Misrak Chora Secondary School. Research & Development, 5(4), 97-105. https://doi.org/10.11648/j.rd.20240504.11
ACS Style
Miko, A. G. Improving Grade Nine Students’ English Language Speaking Skill of Polite Requests: Misrak Chora Secondary School. Res. Dev. 2024, 5(4), 97-105. doi: 10.11648/j.rd.20240504.11
AMA Style
Miko AG. Improving Grade Nine Students’ English Language Speaking Skill of Polite Requests: Misrak Chora Secondary School. Res Dev. 2024;5(4):97-105. doi: 10.11648/j.rd.20240504.11
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Download@article{10.11648/j.rd.20240504.11,
author = {Assefa Gebre Miko},
title = {Improving Grade Nine Students’ English Language Speaking Skill of Polite Requests: Misrak Chora Secondary School
},
journal = {Research & Development},
volume = {5},
number = {4},
pages = {97-105},
doi = {10.11648/j.rd.20240504.11},
url = {https://doi.org/10.11648/j.rd.20240504.11},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.rd.20240504.11},
abstract = {Most commonly it is agreed that politeness is reflected in the pragmatic use of language. Although the politeness phenomenon is universal, with many expressional similarities, each language possesses norms and ways of expressing politeness within a given cultural context. Politeness has connection with everyday life such as with greeting, inviting, helping, apologizing, opinions, advice, questioning and suggesting information etc. English speaker tourists most frequently visit and resident in Hawassa City-Ethiopia and have cultural and communication exposure. However, many Ethiopian students are observed incompetent in this regard. Thus, the current study was intended to improve EFL learners’ polite requesting skills in some selected situations both in classroom contexts and outside contexts. For this purpose, the pre-experimental research design was employed to the study, and twenty students (10 females and 10 males) were randomly selected by lottery system from the 9th B classroom. This makes 22.2% of the population in the class. Six politeness genres were selected from the students’ English textbook for explicit lesson intervention. Based on Written Discourse Completion Test (WDCT) instrument prepared from these contents, both pretest and posttest conditions were administered to the selected students. Also cooperative learning strategies such as role play, pair work, group discussion, extemporaneous speeches on situations, cooperative jigsaw, interactive discourse, timed interview, Think-Pair-Share (TPS) were utilized during the lesson sessions. Then, frequencies, means, standard deviations, variances and percentages were used to obtain the main findings. On pretest, students have scored the overall 27.16% (mean, 8.15) regarding all polite request situations. However, it was found that the posttest scores showed great difference about 78.3% (mean, 23.5) in all situations. The study has also sought which request contexts grade nine students improve best as a result of the explicit instruction. Although students have improved performance in all tested situations, they had showed very significant change on request for apology followed by for help. In apology situation the students have achieved 90% and the least in preference scenario which is 65%. Thus, it is recommended that learners have to be explicitly taught in context of these language genres to develop learners' communicative abilities in the area. Teachers should devote time to instruct on this language content [polite request] as it is everyday encounter in one's life. Syllabus designers also should allot much time and tasks on the area so that school teachers give attention to areas.
},
year = {2024}
}
TY - JOUR T1 - Improving Grade Nine Students’ English Language Speaking Skill of Polite Requests: Misrak Chora Secondary School AU - Assefa Gebre Miko Y1 - 2024/10/10 PY - 2024 N1 - https://doi.org/10.11648/j.rd.20240504.11 DO - 10.11648/j.rd.20240504.11 T2 - Research & Development JF - Research & Development JO - Research & Development SP - 97 EP - 105 PB - Science Publishing Group SN - 2994-7057 UR - https://doi.org/10.11648/j.rd.20240504.11 AB - Most commonly it is agreed that politeness is reflected in the pragmatic use of language. Although the politeness phenomenon is universal, with many expressional similarities, each language possesses norms and ways of expressing politeness within a given cultural context. Politeness has connection with everyday life such as with greeting, inviting, helping, apologizing, opinions, advice, questioning and suggesting information etc. English speaker tourists most frequently visit and resident in Hawassa City-Ethiopia and have cultural and communication exposure. However, many Ethiopian students are observed incompetent in this regard. Thus, the current study was intended to improve EFL learners’ polite requesting skills in some selected situations both in classroom contexts and outside contexts. For this purpose, the pre-experimental research design was employed to the study, and twenty students (10 females and 10 males) were randomly selected by lottery system from the 9th B classroom. This makes 22.2% of the population in the class. Six politeness genres were selected from the students’ English textbook for explicit lesson intervention. Based on Written Discourse Completion Test (WDCT) instrument prepared from these contents, both pretest and posttest conditions were administered to the selected students. Also cooperative learning strategies such as role play, pair work, group discussion, extemporaneous speeches on situations, cooperative jigsaw, interactive discourse, timed interview, Think-Pair-Share (TPS) were utilized during the lesson sessions. Then, frequencies, means, standard deviations, variances and percentages were used to obtain the main findings. On pretest, students have scored the overall 27.16% (mean, 8.15) regarding all polite request situations. However, it was found that the posttest scores showed great difference about 78.3% (mean, 23.5) in all situations. The study has also sought which request contexts grade nine students improve best as a result of the explicit instruction. Although students have improved performance in all tested situations, they had showed very significant change on request for apology followed by for help. In apology situation the students have achieved 90% and the least in preference scenario which is 65%. Thus, it is recommended that learners have to be explicitly taught in context of these language genres to develop learners' communicative abilities in the area. Teachers should devote time to instruct on this language content [polite request] as it is everyday encounter in one's life. Syllabus designers also should allot much time and tasks on the area so that school teachers give attention to areas. VL - 5 IS - 4 ER -
Department of English Language and Literature, Hawassa University, Hawassa, Ethiopia
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