GRICE'S MAXIMS AS A TOOL OF ASSESSING THE EFFICIENCY OF ESP WRITING WITH SPECIAL REFERENCE TO BUSINESS ENGLISH AT THE UNIVERSITY OF BAHRAIN
| Author | Yousif, Latifa Shamsan. | |
|---|---|---|
| metadata.dc.contributor.department | University of Bahrain, College of Arts, Department of English Language & Literature | |
| metadata.dc.date.accessioned | 2026-09-20T15:49:14Z | |
| Publication date | 2006 | |
| Degree level | Master | |
| Abstract | ABSTRACT : Writing is a means of communication between the writer and the reader. For this communication to be successful, it requires many factors other than the surface-level features such as grammar, punctuation, spelling, etc. There are communicative factors to be considered like the topic, the purpose, the audience, etc. Unfortunately, studies have shown that teachers' comments on students' essays still focus on the surface-level features of the text. Hence, Grice's Cooperative Principle with its four maxims, which was originally used to define the conditions of successful oral communication, can be applied to written communication as well as oral communication. Grice's maxims address writing from a solid theoretical perspective and they can provide both teachers and students with a way of understanding successful and unsuccessful written correspondence. The study hypothesises that there is a possible positive correlation between Grice's maxims and effective writing. If students' written products do not abide by these maxims, then the products will not be efficient. The sample of the study consists of 30 business students at the University of Bahrain. Fifteen students were doing ENGL 146 and 15 students were doing ENGL 241, which involve memo writing and report writing respectively. A tool of assessment based on Grice's maxims was designed to test the communicative efficiency of students' products. Then, the study compared the scores students obtained in the Traditional Assessment (hence forth TA) with the scores obtained in the Cooperative Principle Assessment (hence forth CPA). The findings of the study indicate that teachers of both courses neglected the communicative efficiency of the texts. Consequently, students' written products reflected a lack of understanding of the theoretical conceptual framework of writing involving the audience, the topic, and the aim of writing. ENGL 241 students' texts were more communicatively efficient than ENGL 146 students' texts. Students in the two courses had different problems; for example ENGL 146 students' main problem was being clear, while ENGL 241 students had a problem achieving the aim of writing. | |
| metadata.dc.identifier.other | Drupal node 3864 | |
| metadata.dc.identifier.other | https://digitalrepository.uob.edu.bh/en/dar/grices-maxims-tool-assessing-efficiency-esp-writing-special-reference-business-english | |
| metadata.dc.identifier.uri | http://165.227.56.122/handle/123456789/6846 | |
| Language | en | |
| Link | https://digitalrepository.uob.edu.bh/en/_flysystem/fedora/2025-07/grices_maxims_as_a_tool_of_assessing_the_efficiency_of_esp_writing_with_special_reference_to_business_english_at_the_university_of_bahrain.pdf | |
| Subject | English language--Business English--Study and teaching | |
| Subject | English language--Technical English--Study and teaching | |
| Subject | English language--Study and teaching--Foreign speakers | |
| Title | GRICE'S MAXIMS AS A TOOL OF ASSESSING THE EFFICIENCY OF ESP WRITING WITH SPECIAL REFERENCE TO BUSINESS ENGLISH AT THE UNIVERSITY OF BAHRAIN | |
| Type | Master's Thesis | |
| College | College of Arts | |
| Department | English Language and Literature |
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