The effect of explicit vs. implicit instruction on mastering the speech act of thanking among Iranian male and female EFL learners

Mehdi Ghaedrahmat; Parviz Alavinia; Reza Biria

doi:10.5294/4784

Autores/as

Mehdi Ghaedrahmat Autor/a Islamic azad university,Khorasgan, isfahan branch
Parviz Alavinia Autor/a parviz Alavinia holds a PhD in TEFL, he has been teaching at universities of Urmia for more than 10 years. He is an associate professor at University of Urmia, Iran
Reza Biria Autor/a Islamic Azad University, Isfahan, Khorasgan Branch

DOI:

https://doi.org/10.5294/4784

Palabras clave:

actos de habla, el acto de dar las gracias, instrucción implícita, instrucción explícita, estudiantes de inglés iraníes

Resumen

Este estudio de corte pragmático investigó el acto de habla de dar las gracias usado por hablantes no nativos de inglés. El estudio tuvo por objetivo hallar si la conciencia pragmática de los estudiantes iraníes de inglés podría mejorarse a través de la instrucción explícita de la estructura del acto de habla de dar las gracias. De hecho, se pretendió averiguar si hubo una diferencia significativa entre los desempeños de los estudiantes en el uso de este acto de habla cuando se les enseñaron los actos de habla a través de la instrucción explícita y se comparó con la instrucción implícita. Para ello, se seleccionaron treinta estudiantes de inglés intermedio del instituto iraní Pars de lenguas, quienes posteriormente fueron clasificados en el grupo de control y experimental. El investigador usó una prueba de finalización de discurso (DCT) para reunir los datos necesarios en el estudio. Los resultados indican que aquellos estudiantes que fueron instruidos de forma explícita superaron a quienes fueron instruidos de forma implícita.

Descargas

Los datos de descargas todavía no están disponibles.

Biografía del autor/a

Mehdi Ghaedrahmat, Islamic azad university,Khorasgan, isfahan branch

Mehdi Ghaedrahmat holds an M.A in TEFL at the Islamic Azad University, Isfahan( Khorasgan) Branch .He hes een teaching at Iranian univerisities and Language institues for more than 6 years.

Reza Biria, Islamic Azad University, Isfahan, Khorasgan Branch

Reza Biria holds a PhD in TEFL, he has been teaching at Iranian universities for more than 15 yaers.

Citas

Austin, J. L. (1962). How to do Things with Words. Cambridge, Mass.

Harvard University Press.

Bacelar da Silva, Antonio Jose. (2003).The effect of instruction on pragmatic

development: Teaching polite refusal in English. Second Language Studies, 22(1), 55-106.

Bardovi-Harlig, K. & Hartford, B. (2005). Intercultural Pragmatics: Exploring

Institutional Talk. Mahwah, NJ: Lawrence Erlbaum Associates.

Beebe L.M. & Takahashi T. (1989) "Do you have a bag? Social status and

patterned variation in second language acquisition", in Gass S. M., Madden C., Preston D., and Selinker L. eds. Variation in second 89 language acquisition: Discourse and pragmatics. Clevedon: Multilingual Matters.

Blum-Kulka S., House J., and Kasper G.: (1989), "Investigating cross cultural

pragmatics: an introductory overview", in Blum-Kulka S., House J., and Kasper G. eds. Cross-cultural Pragmatics Requests and Apologies.

Norwood.: NJ Ablex.Bolinger D.L. & Sears D.A. (1981) Aspects of Language.

rd ed. Harcourt Brace Jovanovich.

Cohen A. D. & Olshtain E. (1981). Developing a measure of sociocultural

competence: a case study. Language Learning (31), 113-134.

El Samaty, M. (2005). "Helping foreign language learners become

pragmatically competent", Proceedings of the 10th TESOL Arabia Conference,9.

Eslami-Rasekh Z., Eslami-Rasekh A. & Fatahi A. (2004). "The effect of

explicit meta pragmatic instruction on the speech act awareness of advanced EFL students". TESL-EJ (8), 2. Retrieved from http://www-writing.berkeley.edu/TESl-EJ/ej30/a2.html.

Grice, H. P. (1975). Logic and conversation, in Cole P. and Morgan J. eds.

Syntax and Semantics III: Speech Acts. New York: Academic

Press.

Hassal, T. (1997). Requests by Australian learners of Indonesian. Unpublished

doctoral dissertation, Australian Nacional University, Canberra.

Holmes, J. & Brown, D. F. (1987). Teachers and students learning

about compliments. TESOL Quarterly, 21(3), 523-46.

House, J. (1996), 'Developing Pragmatic Fluency in English as a Foreign

Language: Routines and Meta pragmatic Awareness", Studies in

Second Language Acquisition, 18, pp.225-252.

Kasper, G. (1992). "Pragmatic transfer". Second Language Research, 8(3), 203-

Kasper, G. & Rose, K. R. (2002). Pragmatic development in a

second language. Oxford: Blackwell.

Kasper G. & Schmidt R. (1996). "Developmental issues in interlanguage

pragmatics". Studies in Second Language Acquisition, 18, 149-169.

Manes, J. & Wolfson, N. (1981). The compliment formula. In Florian Coulmas

(Ed.), Conversational routine: Explorations in standardized communication situations and prepatterned speech (pp. 115-132). The Hague: Mouton.

Martinez-Flor, A. & Fukuya, Y. (2005). The effects of instruction on learners’

production of appropriate and accurate suggestions. System, 33(3), 463-480.

Myers-Scotton, C. & Bernstein, J. (1988). Natural conversation as a

model for textbook dialogue. Applied Linguistics, 9, 372-384.

Mey, J. L. (1998). Pragmatics: An Introduction, Oxford UK and Cambridge

USA: Blackwell Publishers.

Morrow, C. K. (1996). The pragmatic effects of instruction on ESL learners’

production of complaint and refusal speech acts. (Unpublished doctoral dissertation). University of New Intercultural Communication Studies XX: 1 (2011)

Rizk, S. (2003). "Why say NO! when you refuse?" TESOL Arabia 2002

Conference Proceedings, 7.

Rose, K. & Ng Kwai-Fun, C. (2001). Inductive and deductive

teaching of compliments and compliment responses. In Kenneth R. Rose, Gabriele Kasper (Eds.), Pragmatics in Language Teaching (pp. 145–170). Cambridge: Cambridge University Press.

Searle, J. R. (1969). Speech Acts: An Essay in the Philosophy of Language.

Cambridge: Cambridge University Press.

Takahashi T. & Beebe L. (1987). "The development of pragmatic competence

in Japanese learners of English", JALT Journal, (8).

Takahashi, S. (1996) "Pragmatic transferability" Studies in Second Language

Acquisition, 18, 189-223.

Tateyama, Y. (2001). Explicit instruction and JFL learner’s use of

interactional discourse markers. In Kenneth R. Rose and Gabriele Kasper (Eds.), Pragmatics in language teaching (pp. 200-222). Cambridge: Cambridge University Press.

Thomas, J. (1983). "Cross-cultural pragmatic failure" Applied Linguistics. New

York: Oxford University Press.