The Socio-Pragmatic, Lexico-Grammatical, and Cognitive Strategies in L2 Pragmatic Comprehension: The Case of Iranian Male vs. Female EFL Learners

Autor/inn/en	Malmir, Ali; Derakhshan, Ali
Titel	The Socio-Pragmatic, Lexico-Grammatical, and Cognitive Strategies in L2 Pragmatic Comprehension: The Case of Iranian Male vs. Female EFL Learners
Quelle	In: Iranian Journal of Language Teaching Research, 8 (2020) 1, S.1-23 (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2322-1291
Schlagwörter	Gender Differences; Second Language Learning; Second Language Instruction; English (Second Language); Pragmatics; Interlanguage; College Students; Protocol Analysis; Language Processing; Grammar; Communication Strategies; Teaching Methods; Foreign Countries; Language Tests; Translation; Language Teachers; Teacher Education; Majors (Students); Verbal Communication; Learning Strategies; Communicative Competence (Languages); Iran; Test of English as a Foreign Language + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Pragmalinguistik; Zielsprache; Collegestudent; Sprachverarbeitung; Grammatik; Kommunikationsstrategie; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Language test; Sprachtest; Language teacher; Sprachunterricht; Lehrerausbildung; Lehrerbildung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Communicative competence; Languages; Kommunikative Kompetenz; Sprache
Abstract	Since its inception, pragmatic competence has been studied vastly; the majority of these studies, however, have examined pragmatic production, and pragmatic comprehension is chiefly under-researched. This lack of adequate research also stands true for the underlying pragmatic comprehension processes and strategies. Therefore, the present investigation aimed to find out L2 pragmatic comprehension strategies used by 40 (F=20, M=20) Iranian EFL learners and to discover whether there would be any differences between interlanguage pragmatic comprehension strategies used by male and female learners. Participants, selected based on stratified random sampling, were chosen on the basis of their performance on a paper-based TOEFL out of the initial sample of 90 students. Three data collection instruments were employed: a validated pragmatic test (Tajeddin & Ahmadi Safa, 2010), concurrent verbal think-aloud protocols, and retrospective verbal think-aloud protocols. Data analysis revealed three classes of pragmatic comprehension strategies. First, socio-pragmatic strategies that included politeness, formality, indirectness, and distance/power influences. Second, lexico-pragmatic strategies which were more frequent than grammatical strategies in the second category. Third, the cognitive strategies that comprised both top-down and bottom-up processing strategies in L2 pragmatic comprehension. Furthermore, it was found that gender did not play any significant role in the use of pragmatic comprehension strategies. Study findings suggest that explicit teaching of pragmatic comprehension strategies helps learners promote their L2 pragmatic comprehension. (As Provided).
Anmerkungen	Urmia University Press. Faculty of Literature and Humanities, Urmia, 165, Iran; Tel: +98-44-32752741; Fax: +98-44-32752746; e-mail: info@urmia.ac.ir; Web site: http://ijltr.urmia.ac.ir/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01