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Pragmatic analysis of the non-observance of Grice's cooperative principle and young EFL learners' comprehension in text-only and cartoon-panel dialogues in Give Me Five Levels 2–4 |
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| รหัสดีโอไอ | |
| Title | Pragmatic analysis of the non-observance of Grice's cooperative principle and young EFL learners' comprehension in text-only and cartoon-panel dialogues in Give Me Five Levels 2–4 |
| Creator | Ratchanawan Thongraar |
| Contributor | Upsorn Tawilapakul, Advisor |
| Publisher | Thammasat University |
| Publication Year | 2568 |
| Keyword | Pragmatics, Non-observance, Grice’s cooperative principle, EFL learners, Cartoon panels, Conversational implicature, EFL textbook |
| Abstract | This paper investigates the non-observance of Grice’s Cooperative Principle in selected dialogues from the EFL textbook series Give Me Five Level 2-4 and examined how young EFL learners interpret implied meanings in the excerpts and with cartoon-panel conditions. There are three research questions: 1. What types of non-observance of Grice’s Cooperative Principle are found in the cartoon panels in selected EFL textbook: Give Me Five 2-4? 2. How do young EFL learners interpret non-observance in excerpts of the dialogues in the selected EFL textbook: Give Me Five 2-4? 3. How do the cartoon panels support young EFL learners’ comprehension of non-observance found in the conversations in the selected EFL textbook: Give Me Five 2-4? The data were collected from young EFL learners in grade 2-4 along with the level of the selected EFL textbooks. Data were collected for two rounds in a semi-structured interview procedure. In the first round, learners interpreted dialogue excerpts containing non-observance forms only. Then, they interpreted the same dialogues from the first round with visual support from the cartoon panels. The findings revealed that flouting and violation of Maxim of Quality and Relation were frequently found in selected cartoon-panel dialogues in Give Me Five Level 2-4. Furthermore, learners differ in their ability to interpret the literal meaning of the utterances in dialogues. However, some learners can interpret the implied meaning of utterances with visual support, allowing them to understand the utterances. For future studies, a larger group of participants is recommended to increase the generalizability. The findings also provide several implications for English language teaching in the classroom. Teachers may create activities that help students visualize communication and integrate visual support into instructional materials for reading lesson. This can scaffold learners’ comprehension and reduce cognitive load when they are introduced to new content in instructional material. |
