[Home ] [Archive]   [ فارسی ]  
:: Main :: About :: Current Issue :: Archive :: Search :: Submit :: Contact ::
Main Menu
Home::
Journal Information::
Articles archive::
For Authors::
For Reviewers::
Registration::
Contact us::
Site Facilities::
::
Search in website

Advanced Search
..
Receive site information
Enter your Email in the following box to receive the site news and information.
..
:: Volume 17, Issue 1 (4-2014) ::
IJAL 2014, 17(1): 147-187 Back to browse issues page
The Role of Consciousness-Raising Tasks on EFL Learners' Microgenetic Development of Request Pragmatic Knowledge
Abstract:   (7636 Views)
An overview of pedagogical interventions in the field of interlanguage pragmatics reveals the under-exploration of the processes in which changes in learners' second language (L2) pragmatic competence are established and that most of these investigations have focused on the product or final outcome of the learners' 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) learners' 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.
Keywords: Request head act, Internal modifier, External modifier, Microgenetic development, Consciousness-raising (C-R) task
Full-Text [PDF 309 kb]   (3843 Downloads)    
Type of Study: Research |
Accepted: 2017/10/13 | Published: 2017/10/13
Add your comments about this article
Your username or Email:

CAPTCHA


XML   Persian Abstract   Print


Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

The Role of Consciousness-Raising Tasks on EFL Learners' Microgenetic Development of Request Pragmatic Knowledge. IJAL 2014; 17 (1) :147-187
URL: http://ijal.khu.ac.ir/article-1-2030-en.html


Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Volume 17, Issue 1 (4-2014) Back to browse issues page
Iranian Journal of Applied Linguistics
Persian site map - English site map - Created in 0.08 seconds with 36 queries by YEKTAWEB 4666