A critical analysis of pragmatic competence of students at the University of Namibia: A case study of the second year Bachelor of Education students select="/dri:document/dri:meta/dri:pageMeta/dri:metadata[@element='title']/node()"/>

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dc.contributor.author Nakale, Monika H.
dc.date.accessioned 2018-05-26T13:15:25Z
dc.date.available 2018-05-26T13:15:25Z
dc.date.issued 2018
dc.identifier.uri http://hdl.handle.net/11070/2261
dc.description A research thesis submitted in partial fulfillment of the requirements for the Degree of Master of Arts in English Studies en_US
dc.description.abstract The current study was carried out to investigate the following: firstly, the pragmatic competence of UNAM’s second year Bachelor of Education Students majoring in English in selected speech acts, namely, the speech act of refusal, compliment responses and apologies. Secondly, the relationship between pragmatic and grammatical competencies of the students were investigated. Lastly, it studied the factors that influence students’ pragmatic competence. The researcher intended to have 30 participants, but only 26 participants took part. Purposive sampling was utilized to select the study sample. Three sets of instruments were used to collect data, namely, the Written Discourse Completion Task (WDCT), open-ended questionnaire and the English Language Proficiency (ELP). Data on the students’ pragmatic competence as well as grammatical competence was coded using themes and qualitatively and quantitatively analysed. The findings of the study showed that, in terms of the speech act of refusal, students pragmatic competence was somewhat at a low level. However, students demonstrated high level of pragmatic competence in terms of the speech act of compliment responses and that of apologies. Considering the three speech acts of refusal, compliment and apologies results, students’ level of pragmatic competence can be rated as moderate, since students’ first language at some point interfered in how they responded. In addition, the findings indicated that students with different grammatical ability have different refusal, compliment responses and apology approaches. Lastly, the findings showed that there are many factors that may influence pragmatic competence including grammatical competence, educational background, daily activities using English and awareness in using and learning the English language. Teaching of pragmatic knowledge is however recommended. en_US
dc.language.iso en en_US
dc.publisher University of Namibia en_US
dc.subject Pragmantic competence en_US
dc.title A critical analysis of pragmatic competence of students at the University of Namibia: A case study of the second year Bachelor of Education students en_US
dc.type Thesis en_US


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