Abstract:
Interlanguage pragmatic learning strategies (IPLS) as particularly tailored language learning strategies for acquiring L2 pragmatic knowledge have been recently paid paramount attention in the pragmatics literature. These strategies are, therefore, related to some other social variables which are central to pragmatic development such as L2 social identity. Because of the importance of the IPLS and the rarity of research about the relationship between IPLS and with L2 social identity as a highly pragmatic-oriented variable, the current study tried to investigate the contribution of various forms of IPLS to L2 social identity among a randomly selected sample of 125 upper-intermediate to advanced EFL learners at a state university in Iran. During the two-phased data collection procedure, first, the participants filled out Locastro’s (2001) L2 social identity questionnaire, and then Malmir and Tajeddin’s (2015) IPLS inventory in two subsequent sessions. Data analysis using multiple regression revealed that all types of IPLS were significant contributors to L2 social identity except for the memory IPLS. Among the other five types of IPLS, social IPLS was a significant a strong contributor to L2 social identity. Affective and compensatory IPLS were significant moderate contributors to L2 social identity; however, metacognitive and cognitive interlanguage pragmatic learning strategies were weak albeit significant predictors of Iranian EFL learners’ social identity in English as an L2. The results of this study imply that L2 teachers can enhance social identity among the learners by fostering the knowledge of various forms of IPLS.
Machine summary:
Interlanguage Pragmatic Learning Strategies (IPLS) as Predictors of L2 Social Identity: A Case of Iranian Upper- Intermediate and advanced EFL Learners Ali Malmir Assistant Professor, English Language Department, Faculty of Literature and Humanities, Imam Khomeini International University (IKIU), Qazvin, Iran, Email:malmir@hum.
Affective and compensatory IPLS were significant moderate contributors to L2 social identity; however, metacognitive and cognitive interlanguage pragmatic learning strategies were weak albeit significant predictors of Iranian EFL learners’ social identity in English as an L2.
L2 Social Identity New developments in anthropology and sociolinguistics in the middle and late twentieth century encouraged applied linguists to adopt more realistic and social-oriented views towards language acquisition and to argue for the authentic study of SLA in its natural sociocultural context (Block, 2003, 2014; McKay, 2005; Piller, 2002).
A considerable number of studies have been conducted to explore the relationship between social identity and language acquisition (Block, 2006, 2007; Duff, 2002, 2012; He, 2004; McCarthey & Moje, 2002; McKay & Wong, 1996; Morita, 2004; Norton, 2000; Pavlenko, 2006; Pavlenko & Blackledge, 2004; Pillar & Takahashi, 2006; Ricento, 2005).
Instruments This study employed three major data collocation instruments as follows: The Michigan Test of English Language Proficiency (MTELP) as a homogeneity test, an L2 social identity questionnaire, and the interlanguage pragmatic learning strategies (IPLS) inventory.
Interlanguage pragmatic learning strategies (IPLS) as predictors of L2 speech act knowledge: A case of Iranian EFL learners.