Kurdish EFL Students Research Articles

The Effect of Developing the Pragmatic Competence of Kurdish EFL Students on Their Conversational Interaction Ability

Language is the most powerful means of communication we have- but only if it isused well. Otherwise, it can be just as much as a barrier for the communication. Ourlanguage is probably the most sensitive side of us.Moreover, in order to help the students to master the English language it is notenough to have a broad vocabulary, errorless pronunciation and a profoundknowledge of grammatical structures. Students need to be able to make judgments interms of what is socially appropriate in a particular situation where one iscommunicating with a particular interlocutor and performing a specific type ofspeech act. Thus, to be successful in this area of language use one needs to havedeveloped pragmatic competenceAs a matter of fact, through many years of teaching college students in differentgrades, it has been proved that they often lack necessary pragmatic competence; thatis, they are not aware of the social, cultural, and discourse conventions that have to befollowed in various situations. Relatively, less attention has been paid to howclassroom-based instruction can contribute to the pragmatic development of foreignlanguage learners. Thus, the present research paper aimed at investigating the effectof developing students' pragmatic competence through the focusing on two speechacts, greeting and invitation. In addition, this research attempts to find out whetherthere will be any effective influence after developing students' pragmatic competenceon their conversational interaction ability.In order to achieve the aims of this research and test its hypotheses, the researcher hasconstructed an achievement pre-test and post-test. The sample of the present researchwill be students of English department in college of languages and Human Sciencesat Garmian University.

Incorporating Outside Sources in Kurdish EFL Students’ Academic Writing

In academic writing, students need to incorporate outside sources. Incorporated sources involve summarizing, paraphrasing, and quoting. Depending on why the source is being used, one method may be more appropriate than another. All three methods of incorporating sources require citations. Sources can be utilized for various purposes: presenting facts or statistics, serving as evidence to support an argument, lending authority to an argument or idea, i.e., authoritative discourse, providing examples and illustrations, stating an opposing viewpoint, and so on. For every source, students must determine the purpose of that source and how to best incorporate it into their writing. Both aspects are crucial to effectively integrating sources throughout the paper. Effective integrating of the sources in the EFL writing is a demanding task. Therefore, the aim of the study is to find out the difficulties and challenges the students face while using outside sources in academic writing. In achieving the aim of this study, twenty five third-year students were given an assignment to write an essay in which they had to incorporate an outside source. The study was conducted in the first semester in the academic year 2016-2017. Discussion of findings, implications and recommendations were presented after analyzing the students’ works.

Investigating Intrinsic and Extrinsic Motivation for Learning English Language at College Level: An Analytical Psycholinguistic Study of Kurdish EFL Students

Investigating Intrinsic and Extrinsic Motivation for Learning English Language at College Level: An Analytical Psycholinguistic Study of Kurdish EFL Students