Abstract
Within the Nigerian context, the communicative approach to English language teaching and learning is developing. However, the overemphasis of grammatical competence in the English language curriculum and pedagogy and the dearth of research into the interlanguage pragmatics of Nigerian ESL learners lead to inadequate knowledge of the pragmatic features of the English of Nigerian learners. This provides little basis for the teaching and learning of pragmatic competence, which according to Finegan (2008), is an important factor in the achievement of fluency in an L2. Using a discourse completion task and the CCSARP (Cross-Cultural Speech Act Realization Project) coding scheme (Blum-Kulka & Olshtain, 1984), this study investigated the request strategies of Nigerian undergraduate ESL learners whose native language is Igbo. The results revealed a preference for directness in their request production. Recommendations were made as regards the ESL curriculum and classroom practices.Keywords: pragmatic competence; speech act; requesting;
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