Investigating Iranian Male and Female EFL Instructors’ Techniques for Teaching Interlanguage Pragmatics

Journal of Studies in Learning and Teaching English

دوره 12، شماره 4 - شماره پیاپی 27، اسفند 2023، صفحه 91-101   

نوع مقاله: Original Research Paper

نویسندگان

Sara Ramezani؛ Leila Akbarpour^* ؛ Firooz Sadighi

Department of Foreign languages, Shiraz Branch, Islamic Azad University, Shiraz, Iran

چکیده

Interlanguage pragmatics knowledge is significant since it enables second/foreign language users to communicate well with native and non-native users of English. The instruction of interlanguage pragmatics has been well-accepted as a measure to improve interlanguage pragmatics knowledge. This instruction can be affected by a range of variables. Several variables such as instruction approach, the language of instruction, and learners’ characteristics have already been examined; however, there are still niches in the literature that needs empirical studies to be occupied. One of these gaps that is addressed in this study deals with the effect of teachers’ gender on their use of techniques for teaching interlanguage pragmatics. This quantitative study employed a Likert-scale questionnaire to identify the possible similarities and differences between the techniques used by 211 Iranian English language teachers. The participants who were selected based on a quota sampling procedure expressed the techniques they use while teaching interlanguage pragmatics. The findings of this study indicated that female teachers used L1 in their instruction, films, language games, and pictures to teach interlanguage pragmatics more than male instructors; however, male teachers used email-exchanging activities to improve their learners’ L2 pragmatics significantly more than female participants.

کلیدواژه‌ها

Interlanguage pragmatics؛ Instructional Techniques؛ Gender

مراجع

Abid, A. (2020). Examining Indonesian EFL teacher educators’ views on utilizing L1 in L2 classrooms. Lingua Cultura, 14(2), 219-224.

Al-Amir, B. A. (2017). Saudi female teachers’ perceptions of the use of L1 in EFL classrooms. English Language Teaching, 10 (6), 12-20.

Alcón Soler, E. (2005). “Does instruction work for learning pragmatics in the EFL context?” System: An International Journal of Educational Technology and Applied Linguistics, 33 (3), 417-435.

Alemi, M., & Haeri, N. (2020). Robot-assisted instruction of L2 pragmatics: Effects on young EFL learners’ speech act performance. Language, Learning, and Technology, 24(2), 86-103.

Alhebaishi, S. F. (2017). Investigating the use of L1 in L2 classrooms: An action research project in teaching practicum. International Journal of English Language Teaching, 5 (4), 18-25.

Almekhlafi, A., Sadigh, I., & Al-Mekhlafy, M. H.  (2017). Male and female language teachers' technology integration differences in elementary schools in the United Arab Emirates. International Journal of Research Studies in Educational Technology,6 (1),1-14. 

Ara, R. (2019). Gender in English as a foreign language classroom: A case study. European Journal of English Language and Literature Studies, 7(6), 1-16.

Astrid, M. S. (2002). Gender differences in computer-related control beliefs and home computer use. Scandinavian Journal of Educational Research, 46(4), 409-426.

Aufa, F. (2011). Explicit pragmatic instruction in teaching English as a foreign language. Journal of English and Education, 5(1), 37-44.

Bacelar da Silva, A. J. (2003). “The effects of instruction on pragmatic development: teaching polite refusals in English”. Second Language Studies, 22(1), 55-106.

Badrkhani, P. (2017). Iranian male and female EFL teachers’ attitudes toward intercultural education: teaching L2 and transfer of culture. Journal of Applied Linguistics and Language Research, 4(6), 136-152.  

Bardis, B., Silman, F., & Mohammadzadeh, B. (2021). Cross-cultural pragmatic competence in an EFL context for a sustainable learning environment: A case of northern cyprus. Sustainability, 13, 1-21.

Bardovi-Harlig, K. (2020). Pedagogical linguistics: A view from L2 pragmatics. Pedagogical Linguistics, 1(1), 44-65.

Bardovi-Harlig, K., & Griffin, R. (2005). L2 pragmatic awareness: Evidence from the ESL classroom. System, 33(3), 401-415.

Boonkit, K. (2010). Enhancing the development of speaking skills for on-native speakers of English. Procedia Social and Behavioral Sciences 2, 1305-1309.

Charyulu, G. M. & Ganesh, D. (2018). Interdependence of language and culture: A linguistic study. Journal of English Language and Literature, 5(3), 43-46.

Chavez, M. (2000). Teacher and student gender and peer group gender composition in German foreign language classroom discourse: An exploratory study. Journal of Pragmatics, 32, 1019-1058.

Chidinman Chinenye, T. & Unachukwu, G. O. (2021). Gender differences on the relationship between school organizational culture and teachers’ task performance in public secondary schools in Anambra State, Nigeria. Unizik Journal of Educational Research and Policy Studies, 2, 300-314.

Cohen, A. D. (2008). Teaching and assessing L2 pragmatics: What can we expect from learners? Language Teaching, 41, 213–235.Cohen, A.D. (2017) Teaching and Learning Second Language Pragmatics. In E. Hinkel (ed.) Handbook of Research in Second Language Teaching and Learning, 3 (428-452). New York: Routledge.

Derakhshan, A., & Shakki, F. (2020). The effect of implicit vs. explicit metapragmatic instruction on the Iranian intermediate EFL learners’ pragmatic comprehension of apology and refusal. Journal of Language Research, 12(37), 151-175.

Eslami-Rasekh, Z. (2005). Raising the pragmatic awareness of language learners. ELT Journal, 59 (3), 199-208.

Farashaiyan, A., Tan K. H., & Subakir (2014). An investigation of Iranian methods and techniques in teaching interlanguage pragmatics. Procedia-Social and Behavioral Sciences 118, 61-67.

Félix-Brasdefer, C. (2013). Refusing in L2 Spanish: The effects of the context of learning during a short-term study abroad program. In Refusals in instructional contexts and beyond (147-173). Indiana University: Brill.

Fraser, B. (2010). Pragmatic competence: The case of Hedging. Emerald Group Publishing Limited, 15-34.

Gao, L. (2006). Language is culture- on intercultural communication. Journal of Language and Linguistics, 5 (1), 58-67.

Ghandhari, N., Eslami, Z., & Derakhshan, A. (2021). Investigating the interplay of emotional intelligence and interlanguage pragmatic competence in Iranian lower-intermediate EFL learners. Issues in Language Teaching, 1 (1), 37-66.

Gibbs, W. J., & Bernas, R. S. (2010). Gender differences in online communication of teacher preparation students. In Yamamoto, J., Penny, C., Leight, J., & Winterton, S. (Eds.), Technology leadership in teacher education: Integrated solutions and experiences, 45-66. Hershey, PA: IGI Global.

González-Lloret, M. (2019). Technology and L2 pragmatics learning. Annual Review of Applied Linguistics, 39, 113-127.

Ha, X.V., Nguyen, L.T. & Hung, B.P. (2021).  Oral corrective feedback in English as a foreign language classroom: a teaching and learning perspective. Heliyon, 7 (7), 1-8. 

Hafez, F. & Memari, M. (2022). The effect of corrective feedbacks on Iranian EFL learners’ interlanguage pragmatics development. Research Square, 1, 1-16.

Halenko, N., & Jones CH. (2011).  Teaching pragmatic awareness of spoken requests to Chinese EAP learners in UK: Is explicit instruction effective? System, 39, 240-250.

Hosseini, F. (2016). The effect of role play on pragmatic competence among male and female Iranian EFL learners. Journal of Applied Linguistics and Language Research, 3(5), 203-213.

Houtz, L. E., & Gupta, U. G. (2001). Nebraska High School students’ computer skills and attitudes. Journal of Research on Computing in Education 33(3), 316-328.

Jernigan, J. (2012). Output and English as a second language pragmatic development: The effectiveness of output-focused video-based instruction. English Language Teaching, 5(4), 2-14

Jianda, L. (2006). Assessing EFL learners' interlanguage pragmatic knowledge: Implications for testers and teachers. Reflection on English Language Teaching, 5(1), 1-22.

Kasper, G., & Rose, K. (2002). Pragmatic development in a second language. Oxford, UK: Blackwell.  

Kecskes, I. (2014). Intercultural pragmatics. Oxford, UK: Oxford University Press. 

Khorshidi, E. & Rassaie, E. (2013). The effects of learners’ gender on their preferences for corrective feedback. Journal of Studies in Learning and Teaching English, 1(4), 71- 83.

Laughlin, V. T., Wain, J., & Schmidgall, J. (2015). Defining and operationalizing the construct of pragmatic competence: Review and recommendations. ETS Research Report Series 1, 1-43.

Lenchuk, I & Ahmed, A. (2013). Teaching pragmatic competence: A journey from teaching cultural facts to teaching cultural awareness. TESL Canada Journal, 30(7), 82-97.

Lyster, R. & Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation form in communicative classrooms. Studies in Second Language Acquisition, 19, 37-66.

Lyster, R. (1998). Recasts, repetition, and ambiguity in L2 classroom discourse. Studies in Second Language Acquisition, 20, 51–81.

Masrour, M.R., Babaii, E. & Atai, M.R. (2019). Interlanguage pragmatics: Iranian EFL teachers’ cognition. Alberta Journal of Educational Research, 65(3), 238-257.

Mohebbi, H. & Alavi, S. (2014). An investigation into teachers’ first language use in second language classroom context: A questionnaire- based study. Bellaterra Journal of Teaching & Learning Language & Literature, 4(7), 57-73.

Muthusamy, P.  & Farashaiyan, A. (2016). How Iranian instructors teach L2 pragmatics in their classroom practices? A mixed-methods approach. English Language Teaching, 9(5), 166-178.

Noroozi, I. (2012). On the effect of task-based language teaching on the pragmatic competence (illocutionary force) of the Iranian male and female students. Journal of Language and Translation, 2(1) 11-23.

Petrovska, I. (2010). Teaching and learning pragmatics: speech strategies for H.R. employers. Tourism and Hospitality Management, 114-1148.

Plonsky, L., & Zhuang, J. (2019). A meta-analysis of L2 pragmatics instruction. In N. Taguchi (Ed.), The Routledge handbook of SLA and Pragmatics, 287-307. New York: Routledge.

Rabab'ah, G & Belgrimet, S. (2020). Postgraduate instructors’ formative feedback on EFL students’ assignments in email communication: A gender-based study. The JALT Call Journal, 16, (2), 85-105.

Rashidi, N., & Ramezani, S. (2013). On the impact of the role-play technique on the development of FL learners’ pragmatic competence before and after formal instruction. International Symposium on Challenges (ISLC): 183-196.

Rassaei, E. (2021). Implementing mobile-mediated dynamic assessment for teaching request forms to EFL learners. Computer Assisted Language Learning, 1-31.

Ray, CH.M. Sormunen, C. H. & Harris, M. (1999). Men’s and women’s attitudes toward   computer technology: A comparison. Information, Technology, Learning and             Performance Journal, 17 (1), 1-8.

Rezaei, S., Mozaffari, F., & Hatef, A. (2011). Corrective feedback in SLA: Classroom practice and future directions. International Journal of English Linguistics, 1(1), 21.

Rueda, Y.T. (2006). Developing pragmatic competence in a foreign language. Colombian Applied Linguistics Journal,8, 169-182.

Salemi, A., Rabiee, M. & Ketabi, S. (2012). The effects of explicit/implicit instruction and   feedback on the development of Persian EFL learners' pragmatic competence in suggestion structures. Journal of Language Teaching and Research, 3 (1), 188-199.

Salim, S.K. (2017). Teaching language and teaching culture. 8th International Visible Conference on Educational Studies & Applied Linguistics

Sanchez Hernandez, A. & Barón, J. (2021). Teaching second language pragmatics in the ` current era of globalization: An introduction. Language Teaching Research, 26(2), 163-170.

Saruwatashi, S. L. (2020). Principal reasons for using L1 in the L2 classroom. Junshin Journal of Studies in Humanities, 26, 77-87.

Savvidou, C., & Economidou-Kogetsidis, M. (2019). Teaching pragmatics: Nonnative-speaker teachers’ knowledge, beliefs and reported practices. Intercultural Communication Education, 2(1), 39-58.

Schauer, G. A. (2019). Teaching and learning English in the primary school: Interlanguage pragmatics in EFL context.  New York: Springer International Publishing.

Schmidt, R. W. (1990). The role of consciousness in second language learning. Applied linguistics, 11(2), 129-158.

Shokouhi, S. (2016). An overview on explicit and implicit instructions on learners' pragmatic awareness in making request in English. Journal for the Study of English Linguistics, 4 (1), 60-69.

Szabóné Papp, J. (2009). English as the main language in intercultural communication. In Ferenčík, M., Horváth,. (eds.), Language, literature and culture in changing transatlantic world (Eds.). International Conference Proceedings.181-185. http://www.pulib.sk.

Taguchi, N. (2020). Digitally mediated remote learning of pragmatics. Foreign Language Annals, 53(2), 353-358.

Taguchi, N., & Roever, C. (2017). Second language pragmatics. Oxford: Oxford University Press.

Tajeddin, Z., & Alemi, M. (2020). Pragmatics and good language teachers. In C. Griffiths & M. Alemi (Eds.), Lessons from Good Language Teachers (pp. 189–202). Cambridge University Press.

Tan, K. H. & Farashaiyan, A. (2016). Challenges in teaching interlanguage pragmatics at private EFL institutes in Iran. Social Sciences and Social Sciences, 24, 45-54.

Top, E., Yukselturk, E., & Cakir, R. (2011). Gender and Web 2.0 technology awareness among ICT teachers. British Journal of Educational Technology, 42(5), 106–110.

Youn, S. J. (2020). Interactional features of L2 pragmatic interaction in role‐play speaking assessment. TESOL Quarterly, 54(1), 201-233.

Yuen, A.H. K., & Ma, W. W. K. (2015). Exploring teacher acceptance of e-learning technology. Asia-Pasific Journal of Teacher Education, 36(3), 229-243.