The Pragmatic Functions of Repetition in TV Discourse

Since repetition is a natural phenomenon used to perform various functions in interactional discourse, adopting a pragmatic analysis to the discourse of Dr. Phil and his guests on Dr. Phil's TV show, this study attempted to explore the pragmatic functions of such repetitions as used by English native speakers. The data were gathered from conversations between native speakers of English, and based on 7 full episodes of Dr. Phil's TV Show. The researchers watched, and studied these episodes on YouTube. The study revealed that one of the salient features of TV discourse is repetition, which is employed to perform a variety of language functions. Repetition was used to express emphasis, clarity, emotions, highlight the obvious, be questionable, express annoyance, persuasion, express surprise, give instructions, and as a filler in order to take time, when the speaker was searching for a proper word to say what would come next. The study concluded that these findings had significant implications for EFL/ESL teachers and the interlanguage development of EFL/ESL learners

The Use of word processor for teaching writing to EFL learners in King Saud University

This study aimed at exploring the effect of using word processor on the development of EFL learners’ performance in writing and investigating their attitude towards computer-aided writing. It was conducted at the Department of English Language and Literature, College of Arts, King Saud University during the second semester of the academic year 2004/2005. The sample of the study was divided into two groups: the experimental group which studied writing via word processor in the E-learning Language Laboratory, and the control group which studied the same skill in the traditional method. Several computer-based techniques, methods and activities like checking errors were used to achieve the goal of the study. A test was made to find the effect of the experiment. Moreover, a survey was conducted to investigate the students' attitude towards computer-mediated writing. The results of the study indicated that the experimental group achieved better results in the writing test than the control group did. The study also revealed that members of the experimental group had a positive attitude towards using computer-based writing. Finally, the study concluded that the use of word processor was a functional method for teaching the skill of writing

DISCOURSE FUNCTIONS AND VOCABULARY USE IN ENGLISH LANGUAGE LEARNERS' SYNCHRONOUS COMPUTER-MEDIATED COMMUNICATION

This study explored the discourse generated by English as a foreign language (EFL) learners using synchronous computer-mediated communication (CMC) as an approach to help English language learners to create social interaction in the classroom. It investigated the impact of synchronous CMC mode on the quantity of total words, lexical range and discourse functions of EFL learners’ writing from different genders (males vs. females). Thirty-two intermediate EFL students discussed four topics in four CMC sessions. The findings revealed that gender played a major role in shaping the quantity of discourse (total words), lexical range (variety), and linguistic output (i.e., the quantity and type of discourse functions) that was generated using synchronous CMC mode. By and large, the female participants produced more words, complex lexical range and output discourse functions than males in the CMC setting. Moreover, the study showed that the participants produced discourse functions shaped by the particularities of local social arrangements. Users found opportunities in the virtual world of CMC which enabled them to blind their identities, so people in subordinate conditions, such as females in certain conservative societies, EFL learners, and shy students may find CMC useful for fostering their communicative competence

USING COMPUTER-MEDIATED CORRECTIVE FEEDBACK MODES IN DEVELOPING STUDENTS’ WRITING PERFORMANCE

This study explored the effect of computer-mediated corrective feedback on the 10th grade EFL students’ performance in the writing skill. Seventy-two 10th grade female students at Al Hammra secondary school for girls situated in Mafraq (Jordan) were selected as the study sample. They were randomly assigned into four groups, three experimental groups (18 in each) and one control group (18 students). The three experimental groups were taught using the computer-mediated corrective feedback modes including teachers’ feedback (students who received feedback only from the teacher), students’ feedback (students who provided and received feedback from their peers), and both (students who received and provided feedback from students and teacher). The control group was taught using computer-mediated communication. However, it neither provided nor received corrective feedback. Findings of the study reveal that there were significant differences between the mean scores of the control group and the experimental groups due to the method of teaching in favor of the experimental groups which received corrective feedback. Furthermore, the findings revealed that there was a significant effect for the mean scores between teachers’ feedback, students’ feedback or both, in favor of both where students received corrective feedback from their peers and the teacher

The Effect of Computerized Bilingual Dictionaries on Incidental EFL Vocabulary Learning through Reading and Writing Tasks: An Experimental Study on Female English Majors at King Saud University

The current study investigates the effect of using two types of dictionary, computerized and printed, on the incidental vocabulary acquisition during reading and writing tasks. Sixty-eight level I and II participants from the Department of English Language and Literature at King Saud University in Riyadh take part in this study. They are divided into two major groups; reading and writing. Each group is divided into two groups; those who use computerized dictionary and those who use printed dictionary. Consequently, there are computerized dictionary reading group, printed dictionary reading group, computerized dictionary writing group and printed dictionary writing group. Participants attend six treatment sessions in which they are asked to either read or write about certain topics. Participants have the freedom to use the dictionary or not to guarantee the incidental design of the study. Two weeks later, a sudden post- test is given to all participants. The post tests are uniquely designed according to each participant’s looked up words. Two-way ANOVA test is used to analyze the data collected. The findings of the study indicate that there is no significant effect of the type of the dictionary on the incidental vocabulary acquired [p= .13 > .005]. On the other hand, there is a significance effect of the skill (i.e. reading and writing) on the incidental vocabulary acquired [p= .00 < .005]. The participants in the writing groups benefited the most and acquired significant vocabulary. The results also reveal that those who use computerized dictionary during writing gain more vocabulary than the other groups