خلاصة:
The present study aims to investigate the relative effectiveness
of different types of pragmatic instruction including two
collaborative translation tasks and two structured input tasks
with and without explicit pragmatic instruction on the
production of apologetic utterances by low-intermediate EFL
learners. One hundred and fifty university students in four
experimental groups and one control group participated in
pre-tests, post-tests and two month follow ups consisting of
open-ended discourse completion tasks (OPDCT), mobile short
message tasks (MSMT) and telephone conversation tasks
(TCT). The results of the study indicated that pragmatic
instruction may enhance interlanguage pragmatics (ILP). It
was also found that the participants receiving explicit
pragmatic instruction outperformed the implicit and control
groups. Moreover, the two Collaborative Translation Task
(CTT) groups showed better retention of pragmatic
knowledge. It was concluded that collaborative translation
may result in deeper processing of both pragmalinguistic and
sociopragmatic knowledge leading to more appropriate
pragmatic production.
ملخص الجهاز:
"In response to the paucity of research with the second perspective, the present study attempts to examine the effectiveness of Collaborative Translation Task (CTT) on EFL learners’ pragmatic awareness and use in general and on their apologetic speech act production in particular.
3. The Present Study The present research is designed to elicit answers to the following questions: 1) What are the relative effects of different types of pragmatic instruction including collaborative translation task and structured input with and without explicit instruction on Iranian EFL learners' production of apology speech act?
Also a mixed between-within subjects analysis of variance was conducted to measure the effect of five different interventions (CTTs, explicit and implicit instructions) on the participants' apology speech act, across the three time periods (pre- intervention, post-intervention and 2-month follow-up).
Based on the idea that collaborative tasks facilitate interaction and language acquisition (Johnson & Johnson, 1999; Swain, 2000) and that translation has the potential to raise pragmatic and cross-cultural awareness (House, 2008), two C-R tasks called CTTs were designed and used by the researchers to examine their effectiveness in both learning and retention of the pragmalinguistic and sociopragmatic knowledge of the EFL learners.
The superiority of CTT groups over the explicit group in retaining their pragmatic knowledge can also be explained with reference to Leech (1983) and Takimoto (2007) indicating that teaching pragmatics should involve raising leaners' awareness on the relationship between forms and meanings, forms and strategies for realizing speech intentions and social conditions for the use of the target structures."