Zainab J. A. Van Dijk’s Model as a Reading Strategy to Improve EFL University Students’ Mitigation and Intensification Strategies

Abstract

Mitigation and intensification are discursive strategies that allow language users to adjust the tone, emphasize key points, or soften statements depending on the communicative context. However, many EFL learners face difficulties in identifying and effectively applying these strategies due to limited exposure to discourse frameworks. Van Dijk’s Model, with its focus on macrostructures, microstructures, and superstructures, provides a systematic approach to comprehending and producing language that integrate these strategies effectively. This study explores the application of Van Dijk’s Model as a reading strategy to enhance EFL university students’ use of mitigation and intensification strategies in written and spoken discourse. The research employs a quantitative method design. An experimental study is conducted with two groups of EFL learners: an experimental group with 30 students is taught using Van Dijk’s Model and a control group with 30 students using conventional reading strategies. Data are collected by distributing a questionnaire that consists of (10) items to assess learners’ ability to recognize and use mitigation and intensification strategies and gather feedback on the effectiveness of the approach. Results indicate that the experimental group show significant improvement in their ability to identify and employ mitigation and intensification strategies in reading compared to the control group. Learners in the experimental group demonstrate enhanced awareness of the nuances of tone, emphasis, and contextual adaptation in their discourse, highlighting the pedagogical value of Van Dijk’s Model.