A Concept-based Approach to Teaching Speech Acts of Refusal, Warning and Order to Iraqi EFL learners

The current study investigates the effectiveness of concept-based instruction on teaching the speech acts Iraqi EFL learners. The sample of the study has been selected from third year students, Department of English, College of Education for Humanities / University of Mosul for the academic year 2017-2018. The study applies Galperins (1978) model of concept-based instruction to teach speech acts of face-threatening nature, namely; refusal, warning and order through a course in conversation.The research deploys discourse completion tests and role-play tests to elucidate data for statistical treatment. The research adopts Hudson et.al's (1995) model to evaluate students performance for the discourse completion and role-play tests. The model has been slightly modified in order to suit the aims of the research. The two-groups experimental design is employed and T test for two independent s is applied in statistical treatments. The statistical treatment shows statistically significant differences in the mean scores of the DCT and the role-play test between the CBI oriented group and the Audio-lingual oriented group in proper use of speech acts of refusal, warning and order in favor of the CBI oriented group. Hence, the posed hypothesis is approved.