The Effects of Planned Instruction on Iranian L2 Learners' Interlanguage Pragmatic Development
The Effects of Planned Instruction on Iranian L2 Learners' Interlanguage Pragmatic Development
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发表时间：
2013-03
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通讯作者：
Azizullah Mirzaee;Maryam Esmaeili
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作者：
Azizullah Mirzaee;Maryam Esmaeili
二语研究表明，二语语用学的教学是必要的。本研究评估了显性教学对英语学习者对请求、道歉和抱怨三种言语行为的意识和产生的影响。本研究还探讨了学习者的语言水平是否对将语用教学融入二语课堂起到了一定的作用。英语专业、水平高低的伊朗本科生参与了这项研究。这项指导持续了大约12周。使用多项选择语篇理解测试(MDCT)和书面语篇完成测试(WDCT)，根据前测-后测计划评估二语语用成绩。接受教学的实验组所取得的显著成果支持了教学语用学最近提出的观点，即显性教学确实有助于培养语用得体的语言。然而，学习者的语言水平对教学的纳入没有显著的影响。文中还讨论了进一步的理论问题。
L2 research has shown that instruction in L2 pragmatics is necessary. The current study evaluated the impact of explicit instruction on EFL learner's awareness and production of three speech acts of request, apology, and complaint. It also probed whether learners’ language proficiency plays any role in incorporating pragmatic instruction into the L2 classroom. Iranian undergraduate students majoring in English with low and high levels of proficiency participated in the study. The instruction lasted for about 12 weeks. Achievement in L2 pragmatics was assessed based on a pretest-posttest plan using Multiple-Choice Discourse Comprehension Test (MDCT) and Written Discourse Completion Test (WDCT). The significant gains made by the experimental groups receiving instruction support the claim recently made by instructional pragmatics that explicit instruction does facilitate the development of pragmatically appropriate use of language. Yet, learners’ level of language proficiency had no significant role in the incorporation of the instruction. Further theoretical issues are also discussed.