Impact of Collaborative Output-Based Instruction on EFL Learners’ Awareness of the Speech Act of Apology

Journal of Language and Translation

مقاله 4، دوره 8، شماره 4، دی 2018، صفحه 45-54   

نوع مقاله: Research Articles

نویسنده

Marzieh Bagherkazemi^*

Assistant Professor of Applied Linguistics, Faculty of Persian Literature and Foreign Languages, Islamic Azad University, South Tehran Branch, Tehran, Iran

چکیده

A sizeable body of research into instructed pragmatics roots from the noticing hypothesis: comparing im- plicit and explicit instruction. It is only recently that other theories, including the output hypothesis, have been researched as possible explanations of interlanguage pragmatic development. Pursuing the same line of research, the present study addressed the impact of collaborative output (CO) on the production of apologies. To this end, 51 EFL learners comprising a CO group (N=26) and a control group (N=25) par- ticipated in the study. The CO group underwent six 45-minute sessions of instruction on apologies, in which they received input in the form of written speech-act contained situations, followed by paired dis- course completion tasks. The results of the statistical analyses showed the significant improvement of the CO group on a 15-item written discourse completion test serving as both the pretest and the posttest. The findings warrant CO-based instruction as an apt approach to the instruction of pragmatics.

کلیدواژه‌ها

Interlanguage pragmatics؛ Collaborative output؛ Speech Act

مراجع

Bachman, L. F. (1990). Fundamental considerations in language testing. Oxford: Oxford University Press.

Brown, P., & Levinson, S. C. (1987). Politeness: Some universals in language usage. Cambridge, UK: Cambridge University Press.

Celce-Murcia, M., & Olshtain, E. (2000).

Discourse and context in language teaching: A guide for language teachers. Cambridge: Cambridge University Press.

Cohen, A. D. (1996). Developing the ability to perform speech acts. Studies in Second Language Acquisition. Studies in Second Language Acquisition, 18(2), 253-267. doi: 10.1017/S027226310001490X

Cohen, A. D. (2009). Comprehensible pragmatics: Where input and output come together. In M. Pawlak (Ed.), New perspectives on individual differences in language learning and teaching (pp. 253-265). Poznań-Kalisz, Poland: Adam Mickiewics University Press.

Ellis, R. (2008). The study of second language acquisition (2nd ed.). Oxford: Oxford University Press.

Eslami-Rasekh, A., & Mardani, M. (2010). Investigating the effects of teaching apology speech act, with a focus on intensifying strategies, on pragmatic development of EFL learners: The Iranian context. The International Journal of Language Society and Culture, 30, 96-103.

Eslami-Rasekh, Z., Eslami-Rasekh, A., & Fatahi, A. (2004). The effect of explicit metapragmatic instruction on the speech act awareness of advanced EFL learners. TESL-EJ, 8(2), 1-12.

Grice, H. P. (1975). Logic and conversation. In P. Cole & J. L. Morgan (Eds.), Syntax and semantics: Speech acts (Vol. 3, pp. 41- 58). Waltham, MA: Academic Press.

Kasper, G. (1996). Introduction: Pragmatics in SLA. Studies in Second Language Acquisition(18), 145-148.

Kasper, G., & Blum-Kulka, S. (1993). Interlanguage pragmatics: An introduction. In G. Kasper & S. Blum- Kulka (Eds.), Pragmatics in language teaching (pp. 13-32). Cambridge: Cambridge University Press.

Kasper, G., & Roever, C. (2005). Pragmatics in secong language learning. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 317-334). Mahwah, NJ: Lawrence Erlbaum Associates.

Kasper, G., & Rose, K. R. (2002). Pragmatic development in a second language. Oxford: Oxford University Press.

Kondo, S. (2010). Apoogies: Raising learners' cross-cultural awareness. In A. Martinez- Flor & E. Uso-Juan (Eds.), Speech act performance: Theoretical, practical and methodological issues (pp. 145-162). Amsterdam: John Benjamins.

Kowal, M., & Swain, M. (1994). Using collaborative language production tasks to promote students’ language awareness. Language Awareness, 3(2), 73-93.

Leech, G. (1983). Principles of pragmatics. London: Longman.

Levinson, S. C. (1983). Pragmatics. Cambridge: Cambridge University Press.

Mitchell, R., & Myles, F. (2004). Second language learning theories (2 ed.). London: Hodder Arnold.

Nassaji, H., & Tian, J. (2010). Collaborative and individual output tasks and their effects on learning English phrasal verbs. Language Teaching Research, 14(4),

397-419. doi: 10.1177/1362168810375364

Schmidt, R. (1993). Consciousness, learning and interlanguage pragmatics. In G. Kasper & S. Blum-Kulka (Eds.), Interlanguage pragmatics (pp. 21-42). Oxford: Oxford University Press.

Shehadeh, A. (2002). Comprehensible output: From occurrence to acquisition. An agenda for acquisitional research. Language Learning, 52, 597-647.

Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. M. Gass & C. Madden (Eds.), Input in second language acquisition (pp. 235-253). MA: Newberry House.

Swain, M. (1995). Three functions of output in second language learning. In G. Cook & B. Seidlhofer (Eds.), Principles and practice in applied linguistics: Studies in honour of H.G. Widowson (pp. 125-144). Oxford: Oxford University Press.

Swain, M. (2000). The output hypothesis and beyond: Mediating acquisition through collaborative dialogue. In J. P. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 97-114). Oxford: Oxford University Press.

Swain, M., & Lapkin, S. (1995). Problems in output and the cognitive processes they generate: A step towards second language learning. Applied Linguistics, 16(3), 371-391.

Swain, M., & Lapkin, S. (2001). Focus on form through collaborative dialogue: Exploring task effects. . In M. Bygate, P. Skehan & M. Swain (Eds.), Researching pedagogic tasks: Second language learning, teaching and testing (pp. 99-118). NJ: Pearson Education.

Taguchi, N. (2006). Analysis of appropriateness

in a speech act of request in L2 Spanish.

Pragmatics, 16(4), 513-533.
Taguchi, N. (2011). Teaching pragmatics: Trends

and issues. Annual Review of Applied

Linguistics, 31, 289-310.
Takahashi, S. (2010). Assessing learnability in

second language pragmatics. In A. Trosborg (Ed.), Pragmatics across languages and cultures (pp. 391-421). Berlin: De Gruyter Mouton.

Tateyama, Y. (2001). Explicit and implicit teaching of pragmatic routines: Japanese sumimasen. In K. R. Rose & G. Kasper (Eds.), Pragmatics in language teaching (pp. 200-222). Cambridge, UK: Cambridge University Press.

Watts, R. J. (2003). Politeness: Key concepts in sociolinguistics. Cambridge, UK: Cambridge University Press.