Questionnaire Development and Validation of Interlanguage Pragmatic Instructional Approaches & Techniques in EFL Contexts

Autor/inn/en	Farashaiyan, Atieh; Sahragard, Rahman; Muthusamy, Paramasivam; Muniandy, Rajantheran
Titel	Questionnaire Development and Validation of Interlanguage Pragmatic Instructional Approaches & Techniques in EFL Contexts
Quelle	In: International Journal of Higher Education, 9 (2020) 2, S.330-342 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-6044
Schlagwörter	Interlanguage; Pragmatics; Feedback (Response); Second Language Learning; Second Language Instruction; English (Second Language); Foreign Countries; Socialization; Cognitive Processes; Language Teachers; Teacher Attitudes; Teaching Methods; Factor Analysis; Validity; Metalinguistics; Communicative Competence (Languages); Error Correction; Item Analysis; Reliability; Linguistic Theory; Iran + Suchen Sie Ihr Suchwort? Zielsprache; Pragmalinguistik; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Socialisation; Sozialisation; Cognitive process; Kognitiver Prozess; Language teacher; Sprachunterricht; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Faktorenanalyse; Gültigkeit; Metalanguage; Metasprache; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Korrektur; Itemanalyse; Reliabilität; Linguistische Theorie
Abstract	The present study is an attempt to describe the development and validation of an inter-language pragmatic questionnaire to examine the kind of instructional approaches and techniques that EFL teachers use to practice the pragmatic features in their classes. The research made use of two theories; cognitive processing and language socialization theories. The participants include 366 EFL Iranian instructors. The methodology part consists of two parts; instrument development and validation. Based on the exploratory factor analysis, 31 items including five separate factors emerged: pragmatic awareness-raising techniques, pragmatic communicative practice technique, pragmatic corrective feedback technique, culture teaching techniques and pragmatic instructional approaches. Therefore, a questionnaire including 31 items was developed which followed the 5-point Likert technique of scale construction where 1 shows "Never" and 5 denotes "Always". The reliability and factorial validity of the questionnaire are also illustrated. Finally, the potential theoretical and practical implications of the study are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01