Abstract
Regarding pedagogical purpose, Thai EFL learners’ communicative English proficiency is obviously restricted by the limited experiences of L2 politeness strategies. The aim of the current study is to investigate the effectiveness of the innovative teaching, ISSECI Model in terms of intercultural pragmatic competence: face threatening ace (FTA) – Do FTA and Don’t do FTA. The twenty Thai EFL undergraduate students from Rajabhat University were selected as participants through simple random sampling. Data were collected using rejoinder-discourse completion task mixed with open time free response construction, and was statistically analyzed in MEAN, standard deviation, and t-test. The findings revealed that the participants’ intercultural pragmatic competence after learning through ISSECI Model is significantly higher than that before the experiment (*p < 0.05). The participants’ perception with regard to ISSECI Model included four domains, i.e., English knowledge gained, cultural awareness, strengths, and weaknesses of the model.
Highlights
In Thailand, English is employed for exclusive or specific purposes, e.g., technology, employment, and face-to-face communication with foreigners rather than use in daily life, especially for the broader communication in the society
The aim of the current study is to investigate the effectiveness of the innovative teaching, ISSECI Model in terms of intercultural pragmatic competence: face threatening ace (FTA) – Do FTA and Don’t do FTA
The current study aims to investigate the effectiveness of the innovative teaching, ISSECI Model in terms of intercultural pragmatic competence: face threatening ace (FTA) – Do FTA and Don’t do FTA via comparison between pretest and posttest results of Thai English as a Foreign Language’ (EFL) students’ intercultural pragmatic competence
Summary
In Thailand, English is employed for exclusive or specific purposes, e.g., technology, employment, and face-to-face communication with foreigners rather than use in daily life, especially for the broader communication in the society. According to Article 34 of the ASEAN Charter, English is acclaimed to be the working language of ASEAN (The ASEAN Secretariat, 2008: 29). Thai people cannot avoid using English for contacting with the foreigners. This mutually macro-agreement confirms that communication in English contributes to crossover from one frontier to the other for global cooperation (Jenkins: 1996). This international cooperation cannot guarantee the improvement of Thai’s poor L2 exposure because of the hindrance of educational facilitation
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