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Identity Processing Styles as Predictors of L2 Pragmatic Knowledge and Performance: A Case of Common English Speech Acts | |||
| Journal of Language Horizons | |||
| دوره 4، شماره 2 - شماره پیاپی 8، مهر 2020، صفحه 187-209 اصل مقاله (549.83 K) | |||
| نوع مقاله: Research article | |||
| شناسه دیجیتال (DOI): 10.22051/lghor.2020.31583.1315 | |||
| نویسندگان | |||
| Ali Malmir1؛ Ali Derakhshan* 2 | |||
| 1English Department, Imam Khomeini International University, Ghazvin, Iran | |||
| 2Faculty of Humanities and Social Sciences, Department of English Language and Literature, Golestan University, Gorgan, Iran | |||
| چکیده | |||
| Identity processing styles are those psychological, sociocultural, and socio-cognitive mechanisms that shape, reshape, and establish different individuals’ identities both in their mother tongues and in the second or foreign language they are striving to acquire. The relationship between these identity processing styles and L2 learners’ pragmatic competence is a crucial issue that has not been explored thus far in an EFL context. Therefore, the present study sought to investigate the relationship between the information-oriented, diffuse-avoidant, and normative identity processing styles as measured by Berzonsky’s (2011) Identity Processing Style Inventory (ISI-4) and L2 speech-act knowledge and production among 122 (82 F and 40 M) Iranian upper-intermediate to advanced proficiency level learners. A validated 35-item multiple-choice discourse completion test (MDCT) including five frequent English speech acts (requests, apologies, refusals, complaints, and compliments/compliment responses) and a related role-play interactive test were then employed. The application of multiple regression revealed that diffuse-avoidant and normative identity processing styles were significant but moderate contributors to both pragmatic knowledge and production; however, information-oriented identity processing style was a weak significant predictor. These findings imply that teachers can manage and tailor the instructional pragmatic practices in accordance with the learners’ identity processing styles. | |||
| کلیدواژهها | |||
| identity processing style؛ information-oriented؛ diffuse-avoidant؛ normative؛ L2 pragmatic knowledge؛ pragmatic performance | |||
| عنوان مقاله [English] | |||
| سبکهای پردازش هویت بهعنوان پیشبینیکنندۀ دانش و عملکرد منظورشناختی: مطالعه موردی کنشهای کلامی متداول در زبان انگلیسی | |||
| نویسندگان [English] | |||
| علی مالمیر1؛ علی درخشان2 | |||
| 1استادیار آموزش زبان انگلیسی، گروه مترجمی زبان انگلیسی، دانشکدۀ ادبیات و علوم انسانی، دانشگاه بینالمللی امامخمینی (ره)، قزوین، ایران | |||
| 2دانشیار آموزش زبان انگلیسی، گروه زبان و ادبیات انگلیسی، دانشکدۀ علوم انسانی و اجتماعی، دانشگاه گلستان، گرگان، ایران | |||
| چکیده [English] | |||
| سبکهای پردازش هویت، آندسته از فرآیندهای روانشناختی، فرهنگی-اجتماعی و شناختی هستند که هویتهای مختلف افراد را در زبان مادری، زبان دوم و یا خارجی که سعی در یادگیری آن دارند، ایجاد میکنند، شکل میدهند و تثبیت میکنند. رابطۀ بین این سبکهای پردازش هویت و توانش منظورشناختی زبانآموزان در زبان دوم، موضوع مهمی است که تاکنون در حیطۀ یادگیری زبان انگلیسی بهعنوان زبان خارجی بررسی نشدهاست. برایناساس، این پژوهش با هدف بررسی رابطۀ بین سبکهای پردازش هویت اطلاعی، اجتنابی و هنجاری که بهکمک مقیاس سبکهای پردازش هویتی بِرزونسکی (2011 ) اندازهگیری شدهبودند با دانش و تولید کنشِ گفتاری 122 زبانآموز ایرانی (82 زن و 40 مرد) با سطح بسندگی زبان فوقمتوسط تا پیشرفته انجامشد. در این مطالعه، آزمونِ 35 سوالی و چندگزینهایِ تکمیل گفتمان اعتباریافته (MDCT) شامل پنج کنشِ کلامی انگلیسی (تقاضا، رد تقاضا، عذرخواهی، امتناع، شکایت و تعریف و تمجید/ پاسخ به تعریف و تمجید) و یک آزمون تعاملی ایفای نقش مرتبط مورد استفاده قرارگرفت. استفاده از رگرسیون چندگانه نشانداد که سبکهای پردازش هویت اجتنابی و هنجاری، عوامل پیشبینیکنندۀ معنادار اما متوسطی برای دانش و تولید منظورشناختی بودند، درحالیکه سبک پردازش هویت اطلاعی، پیشبینیکنندهای با معناداری ضعیف بود. طبق این یافتهها، معلمان میتوانند شیوههای آموزشی منظورشناختی خود را مطابق با سبکهای پردازش هویت زبانآموزان مدیریت و متناسبسازی نمایند. | |||
| کلیدواژهها [English] | |||
| سبکهای پردازش هویت, سبک اطلاعی, سبک اجتنابی, سبک هنجاری, دانش منظورشناختی زبان دوم, عملکرد منظورشناختی | |||
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