فصلنامه علمی

نوع مقاله: مقاله پژوهشی

نویسندگان

1 گروه زبان انگلیسی ،دانشگاه آزاد اسلامی واحد شهرضا،اصفهان،ایران

2 گروه زبان انگلیسی، دانشگاه آزاد اسلامی واحد شهرضا،اصفهان،ایران

3 دانشیار،گروه زبان انگلیسی، دانشگاه اصفهان،اصفهان،ایران

10.22061/tej.2011.282

چکیده

تحقیق حاضر به مطالعه و بررسی تأثیرات آموزش منظورشناختی زبان انگلیسی بر میزان توجه و بازدهی یادگیری ساختارهای تقاضا در میان زبان­آموزان ایرانی می­پردازد. بدین­منظور 30 زبان­آموز ایرانی در سطح متوسط جهت بررسی میزان توجه­شان به این موضوع و تأثیر آن بر یادگیریشان انتخاب شدند و به دو گروه متجانس 15 نفره به نام­های گروه مقایسه و گروه جستجو تقسیم شدند. آزمون­های تکمیل محاوره به منظور جمع­آوری داده­های مرتبط با روش­های تقاضا در ابتدا و انتهای تحقیق از طرف هر دو گروه مورد استفاده قرار گرفت. داده­های آموزشی با در نظر گرفتن میزان توجه زبان­آموزان به اشکال مناسب تقاضا در زبان انگلیسی مورد بررسی قرار گرفت و نهایتاً با آزمون نهایی مقایسه شد. یافته­های تحقیق نشان داد که در طول آموزش، میزان توجه زبان­آموزان به اشکال تقاضا در زبان مقصد در گروه مقایسه نسبت به گروه جستجو بیشتر بود. علاوه بر این، آگاهی بیشتر زبان­آموزان از اشکال تقاضا در زبان مقصد در گروه مقایسه توانست منجر به عملکرد بهتر آنها در آزمون نهایی شود.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

The Pragmatic Instruction Effects on Persian EFL Learners’ Noticing and Learning Outcomes in Request Forms

نویسندگان [English]

  • I. Malaz 1
  • M. Rabiee 2
  • S. Ketabi 3

1 TEFL, English Language Department, Islamic Azad University, Shahreza,Isfahan,Iran

2 , English Language Department, Islamic Azad University, Shahreza,Esfahan,Iran

3 English Language Department, Isfahan University,Isfahan,Iran

چکیده [English]

This study investigates the request strategies used by Persian learners of English as a Foreign Language (EFL), aimed at exploring the pragmatic instruction effects on their noticing constrained by different types of treatment tasks. The subsequent effect of the learners’ noticing on their learning outcomes is taken into account as well. Thirty learners were divided into two instructional (treatment) conditions: a form-comparison condition and a form-search condition. Discourse completion tests were used to generate data related to the request strategies used by each group in pre- and posttests. The treatment data were examined regarding the extent to which the learners had noticed the appropriate manner of request realization in English and were further compared with the posttest. The findings revealed that during the treatment, the amount of learners’ noticing the target request forms in the form-comparison condition was greater than the form-search condition. Furthermore, learners’ higher awareness of the target request forms in the form-comparison condition could lead them to have a better performance in their posttest.

کلیدواژه‌ها [English]

  • Interlanguage Pragmatics
  • Language Instruction
  • Noticing Hypothesis
  • Request Speech Act

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