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Fauzul Aufa
University of Queensland
Education

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Journal : Journal of English and Education

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The Assessment Tool Of L2 Learners' Pragmatic Competence: Written Discourse Completion Test (WDCT) Fauzul Aufa
Journal of English and Education (JEE) Vol. 6 No. 1 (2012): VOLUME 6 NO 1 JUNE 2012
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v6i1.4441

Abstract

Research studies have shown that pragmatic competence is teachable. The importance of teaching pragmatics has also been recognized, but still foreign language teachers are reluctant to teach pragmatics in their classrooms. This might be partly due to the lack of some valid methods for assessing pragmatic competence. This essay contends that while the Written Discourse Completion Test (WDCT) has some pitfalls, the WDCT effectively assesses learner's pragmatic competence.Key words: pragmatic competence, teaching pragmatics, pragmatic competence assessments, Written Discourse Completion Test (WDCT)
The Use of Discourse Completion Task (DCT) As Explicit Instruction On Indonesian Efl Learners' Production of Suggestion Acts Fauzul Aufa
Journal of English and Education (JEE) Vol. 5 No. 2 (2011): VOLUME 5 NO 2 DECEMBER 2011
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v5i2.5597

Abstract

There are some activities that can be developed to bring up EFL learners' pragmatic awareness, such as contextualized language practice in given situations, constructed peer dialogues, and metapragmatic discussions. This task-based approach used in these activities can be either explicit or implicit instruction. One of them is a metapragmatic discussion prompted by Discourse Completion Task (DCT). In this paper, DCT, as an explicit pragmatic instruction, was practically investigated its effectiveness to facilitate EFL learners in developing their pragmatic competence. The results demonstrated from the analysis of RP2 prompted by the DCT support the fact that the explicit instruction results in some variations of linguistic forms that contribute to the development of subjects' pragmatic competence Key words : Discourse Completion Task (DCT), pragmatic competence, explicit pragmatic instruction, English as a Foreign Language (EFL).  
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