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The Effect of Bloom-based ILP Instruction on Iranian EFL learners’ Use of External and Internal Modification Strategies in the Speech Act of Request | ||
| Journal of Language Horizons | ||
| دوره 4، شماره 1 - شماره پیاپی 7، فروردین 2020، صفحه 273-297 اصل مقاله (531.8 K) | ||
| نوع مقاله: Research article | ||
| شناسه دیجیتال (DOI): 10.22051/lghor.2020.29986.1250 | ||
| نویسندگان | ||
| Shiva Kaivanpanah* 1؛ Seyyed Mohammad Alavi2؛ Mostafa Taghizadeh Langari3 | ||
| 1Associate Professor, Faculty of Foreign Languages and Literatures, University of Tehran | ||
| 2Professor, Faculty of Foreign Languages and Literatures, University of Tehran, Tehran,Iran | ||
| 3PhD student English Department, Faculty of Foreign Languages and Literatures, University of Tehran | ||
| چکیده | ||
| The way people perform a speech act differs across cultures. People from different cultures may have different perceptions of similar social factors and interpret them differentially. These differences can lead to cross-cultural miscommunications when language users perform a given speech act such as request. Based on the request analysis categories introduced by Blum-Kulka et al. (1989b) and Schauer (2009), the present study examined Iranian EFL learners' deviations in utilizing internal and external modifications from native speakers' norms and explored how Bloom-based instruction can contribute to the acquisition of internal and external modifications. To this end, a researcher-developed Written Discourse Completion Task (WDCT) was utilized to collect data from 61 participants: a. treatment group (20), b. control group (23), and c. native speakers (18). The data were categorized based on a framework adapted from Blum-Kulka et al. (1989b) and Schauer's (2009) coding schemes for internal and external modifications. The results suggested that, in the pretest, Iranian EFL learners’ use of request modification strategies differed significantly from native speakers’ norms. It was found that that after the Bloom-based ILP instruction, the treatment group progressed towards native speakers' norms in the application of several modification strategies. These findings imply that the employment of Bloom’s Taxonomy, with specific focus on high order thinking skills in the development of pragmatics tasks and activities can help EFL learners approach native speakers’ norms. | ||
| کلیدواژه‌ها | ||
| Bloom’s Taxonomy؛ External Modification Strategies؛ Interlanguage Pragmatics؛ Internal Modification Strategies؛ Speech Act of Request | ||
| عنوان مقاله [English] | ||
| تأثیر آموزش مبتنی بر طبقه‌بندی بلوم بر عملکرد فراگیران ایرانیِ زبان انگلیسی در استفاده از تعدیل‌های درونی و بیرونی در کنش گفتاری درخواست | ||
| نویسندگان [English] | ||
| شیوا کیوان پناه1؛ سید محمد علوی2؛ مصطفی تقی زاده لنگری3 | ||
| 1دانشیار دانشکدۀ زبان‌ها و ادبیات خارجی، دانشگاه تهران، تهران، ایران | ||
| 2استاد دانشکدۀ زبان‌ها و ادبیات خارجی، دانشگاه تهران، تهران، ایران | ||
| 3دانشجوی دکتری آموزش زبان انگلیسی، دانشکدۀ زبان‌ها و ادبیات خارجی، دانشگاه تهران، تهران، ایران | ||
| چکیده [English] | ||
| نحوۀ بیان کنش‌های گفتاری در فرهنگ‌های مختلف متفاوت است. در هر فرهنگ، افراد ممکن است درک و برداشت متفاوتی از مؤلفه‌های اجتماعی یکسان داشته باشند. چنین تفاوت‌هایی می‌تواند هنگام بیان کنش‌های گفتاری مانند درخواست، باعث سوء برداشت‌های بین‌فرهنگی شود. پژوهش حاضر با استفاده از طبقه‌بندی تحلیل درخواستِ بلوم-کالکا و همکاران (1989ب) و شاور (2009)، به بررسی میزان انحراف زبان‌آموزان ایرانیِ زبان انگلیسی از هنجارهای انگلیسی‌زبانان در استفاده از تعدیل‌های (درونی و بیرونی) کنش گفتاریِ درخواست و تأثیر آموزش مبتنی بر طبقه‌بندی بلوم بر فراگیری این تعدیل‌های درونی و بیرونی پرداخته است. در این راستا، برای جمع‌آوری داده‌ها از آزمون نوشتاری تکمیل گفتمان (WDCT) که پژوهشگران طراحی کرده بودند، استفاده شد. شصت و یک شرکت‌کننده در این پژوهش شرکت کردند: گروه کنترل (23 نفر)، گروه آزمایشی (20 نفر) و گروه انگلیسی‌زبان (18 نفر). تمامی داده‌ها براساس چهارچوب اقتباسی از بلوم-کالکا و همکاران (1989ب) و شیوۀ کدگذاریِ تعدیل‌های درونی و بیرونیِ شاور (2009) طبقه‌بندی شدند. نتایج پیش‌آزمون نشان داد بین استفادۀ زبان‌آموزان از راهبردهای تعدیل کنش گفتاریِ درخواست با هنجارهای انگلیسی‌زبانان، تفاوت معنی‌داری وجود دارد. همچنین مشخص شد پس از آموزش مبتنی بر طبقه‌بندی بلوم، گروه آزمایشی در به‌کارگیری بسیاری از راهبردهای تعدیل درونی و بیرونی به سمت هنجارهای انگلیسی‌زبانان پیشرفت کرد. یافته‌های این پژوهش نشان می‌دهد استفاده از طبقه‌بندی بلوم با تمرکز ویژه بر مهارت‌های فکری سطح بالا در طراحی فعالیت‌های کاربردشناختی می‌تواند به زبان‌آموزان در فراگیری هنجارهای انگلیسی‌زبانان کمک کند. | ||
| کلیدواژه‌ها [English] | ||
| طبقه‌بندی بلوم, تعدیل‌های بیرونی, کاربردشناسی بین‌زبانی, تعدیل‌های درونی, کنش گفتاری درخواست | ||
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