جستجوی مقالات مرتبط با کلیدواژه « تعدیل های بیرونی » در نشریات گروه « ادبیات و زبان ها »

The way people perform a speech act differs across cultures. People from different cultures may have different perceptions of similar social factors and interpret them differentially. These differences can lead to cross-cultural miscommunications when language users perform a given speech act such as request. Based on the request analysis categories introduced by Blum-Kulka et al. (1989b) and Schauer (2009), the present study examined Iranian EFL learners' deviations in utilizing internal and external modifications from native speakers' norms and explored how Bloom-based instruction can contribute to the acquisition of internal and external modifications. To this end, a researcher-developed Written Discourse Completion Task (WDCT) was utilized to collect data from 61 participants: a. treatment group (20), b. control group (23), and c. native speakers (18). The data were categorized based on a framework adapted from Blum-Kulka et al. (1989b) and Schauer's (2009) coding schemes for internal and external modifications. The results suggested that, in the pretest, Iranian EFL learners’ use of request modification strategies differed significantly from native speakers’ norms. It was found that that after the Bloom-based ILP instruction, the treatment group progressed towards native speakers' norms in the application of several modification strategies. These findings imply that the employment of Bloom’s Taxonomy, with specific focus on high order thinking skills in the development of pragmatics tasks and activities can help EFL learners approach native speakers’ norms.

An overview of pedagogical interventions in the field of interlanguage pragmatics reveals the under-exploration of the processes in which changes in learner's second language (L2) pragmatic competence are established and that most of these investigations have focused on the product or final outcome of the learner's pragmatic development (Bardovi-Harlig, 1999; Kasper, 1996; Vyatkina & Belz, 2006). This study aimed to provide a qualitative analysis of the microgenetic development of English as a foreign language (EFL) learner's pragmatic knowledge of request speech act. A total of 140 male and female participants received instruction on request strategy types and internal and external modification devices for seven sessions (weeks) through consciousness-raising (C-R) tasks. The data were collected after instructional sessions during the first, third, fifth, and seventh weeks through discourse completion tests (DCTs). The results indicated that, in the course of time, the participants stopped using direct request strategies and employed conventionally indirect strategies more frequently in situations involving high-status interlocutors and high-imposition requests. Moreover, as time progressed, the learners became more preoccupied with pragmatic appropriateness rather than grammatical correctness. The results of the study suggest that C-R instructional tasks offer an effective means of teaching pragmatics. Considering request speech act, learners should become conscious of the significance of concepts such as status and imposition as well as internal and external modification devices in request formulation.