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.
خلاصه ماشینی:
The Effect of Bloom-based ILP Instruction on Iranian EFL learners’ Use of External and Internal Modification Strategies in the Speech Act of Request Shiva Kaivanpanah*1 Seyyed Mohammad Alavi2 Mostafa Taghizadeh Langari3 Received: 2020-01-22 | Revised: 2020-03-02 | Accepted: 2020-05-20 Abstract The way people perform a speech act differs across cultures.
(1989b) and Schauer (2009), the present)VIew the image of this page) 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.
Can Bloom-based instruction enhance Iranian EFL learners' use of inter- nal and external modifications in the speech act of request?
Results and Discussion The main purpose of this study was to contribute to SLA research by exploring whether Bloom-based instruction can develop Iranian EFL learners' use of in- ternal and external modifications.
As Table 6 displays, compared to English NSs, both groups of Iranian EFL learners used more external modifications before the treatment and were not different in terms of the use of external modifica- tions before the treatment (X2 = 0.
Table 6 shows that Iranian EFL learners underused getting a pre- commitment, reward, imposition minimizer, and disarmer strategies compared to NSs. They also used more alerter, grounder, appreciation, apology, and sweetener strategies.
The findings regarding the effect of ILP instruction are supported by Ellis (1992), Doughty (2008), Jernigan (2012), Kasper and Roever (2005), Norris and Ortega (2000), and Zangoei and Derakhshan (2014) who assert that attending to EFL learners' pragmatics needs will help them ac- quire NSs' norms.