A discoursal analysis of Iraqi EFL learners’ competence of topic initiation and topic continuation

Abstract EN

In order to reach native-like language competence, L2 learners must master discourse, illocutionary, sociolinguistic and strategic competence as well as grammatical competence.

Among them, this study explores discourse competence focusing on Topic Initiation (TI) and Topic Continuation (TC).

The analyses of TI and TC in discourses are conducted following the model of discourse analysis developed by Francis and Hunston (1992).

By comparing the frequencies, patterns, and structures of TI and TC between students, important pieces of information on how EFL learners differ in TI and TC in L2 communication become manifest.

The results show that most students are more likely to change topics and lack the ability to deepen their topics further while others (i.e.

the more proficient ones) initiate and expand their topics by employing various kinds of acts and exchanges with stable and complete structures.