Interlanguage Pragmatic Development: Comparative Impacts of Cognitive and Interpersonal Tasks

Autor/inn/en	Bagherkazemi, Marzieh; Harati-Asl, Mahboobeh
Titel	Interlanguage Pragmatic Development: Comparative Impacts of Cognitive and Interpersonal Tasks
Quelle	In: Iranian Journal of Language Teaching Research, 10 (2022) 2, S.37-54 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2322-1291
Schlagwörter	Interlanguage; Pragmatics; Speech Acts; Comparative Analysis; English (Second Language); Second Language Learning; Second Language Instruction; Teaching Methods; Instructional Effectiveness; Interpersonal Relationship; Prediction; Language Tests; Cognitive Processes; Males; Student Placement; Foreign Countries; Iran (Tehran) + Suchen Sie Ihr Suchwort? Zielsprache; Pragmalinguistik; Sprechakt; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Vorhersage; Language test; Sprachtest; Cognitive process; Kognitiver Prozess; Male; Männliches Geschlecht; Schülerpraktikum; Ausland
Abstract	Research into instructed pragmatics mainly comparing implicit and explicit instruction has gained salience in language teaching research in the last two decades. The present study was designed to investigate the effect of cognitive and interpersonal task-based instruction on EFL Learners' production of two speech acts of apology and request. To this end, 125 intermediate EFL learners were conveniently sampled, and randomly assigned to four experimental groups (EG) and one control group (CG). The four experimental groups received task-based instruction on the two speech acts of apology and request (three 30-minute sessions on each), though instruction varied in terms of general tasks types (cognitive or interpersonal) and their specific variants (cognitive: predicting (EG1; N=25) and inducing (EG2; N=25); interpersonal: co-operating (EG3; N=25) and role-play (EG4; N=25)). The control group (N=25) did not receive any speech act-specific treatment. The participants' speech act production was measured through a 16-item written discourse completion test (WDCT) as both the pretest and the posttest. The findings showed the significant effect of both cognitive and interpersonal tasks, but also the greater effectiveness of the latter for speech act production. The study has implications for pragmatic task design and classroom practice. More specifically, it shows the potential of task-based instruction and interaction for EFL learners' pragmatic development. (As Provided).
Anmerkungen	Urmia University Press. Faculty of Literature and Humanities, Urmia, 165, Iran; Tel: +98-44-32752741; Fax: +98-44-32752746; e-mail: info@urmia.ac.ir; Web site: http://ijltr.urmia.ac.ir/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01