Explicit Frameworks to Teach Spoken Discourse Markers: Present- Practice-Produce and Illustration-Interaction-Induction
Rizgar Ahmed Haji Mohammed
Ministry of Education, Azmar College for Gifted Students
Abbas Mustafa Abbas
College of Basic Education English Department, University of Sulaimani
DOI: https://doi.org/10.25130/jls.7.1.6
Keywords: Spoken discourse markers, Kurdish non-native speakers of English, explicit teaching frameworks, PPP, III
Abstract
Researchers and language instructors have attempted to utilize the most influential teaching frameworks which are related to enhance language production and how they influence the learners’ outcome positively. The study aims at exploring two explicit teaching frameworks; Present – Practice – Produce (PPP) and Illustration – Interaction – Induction (III) on learning spoken discourse markers by Kurdish non-native speakers of English. The current research reports findings from an experimental design conducted at Knowledge University in Kurdistan Region which is a private university. 66 Kurdish EFL learners participated and they were on the Upper intermediate or B2 level on the Common European Framework of Reference Ability Scale (CEFR). Two different experimental groups were taught the same categories of spoken discourse markers compared to a control group. One way ANOVA and post-hoc S-N-K test of post-test revealed statistically significant differences of PPP group compared to III and control groups in relation to the higher mean scores of the total spoken discourse markers used in the post-test. The qualitative findings showed that PPP group insisted on the usefulness of their method that helped them exhibit good performances in their speaking test. Moreover, participants from both PPP and III groups gave importance to practicing as a crucial aspect of learning the target language forms.
