Iranian EFL Learners' Compliment Responses

Autor/inn/en	Allami, Hamid; Montazeri, Maryam
Titel	Iranian EFL Learners' Compliment Responses
Quelle	In: System: An International Journal of Educational Technology and Applied Linguistics, 40 (2012) 4, S.466-482 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0346-251X
DOI	10.1016/j.system.2012.10.010
Schlagwörter	Foreign Countries; Second Language Learning; Second Language Instruction; English (Second Language); Coding; Self Efficacy; Self Evaluation (Individuals); Curriculum Design; Dialogs (Language); Language Skills; Language Tests; Speech Acts; Pragmatics; Iran + Suchen Sie Ihr Suchwort? Ausland; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Codierung; Programmierung; Self-efficacy; Selbstwirksamkeit; Lehrplangestaltung; Dialog; Dialogs; Dialogue; Dialogues; Language skill; Sprachkompetenz; Language test; Sprachtest; Sprechakt; Pragmalinguistik
Abstract	The present study aimed at examining the knowledge of Iranian EFL learners in responding to compliments in English, with a focus on the variables of gender, age and educational background. The data were collected through a 24-item English Discourse Completion Task (DCT) to which 40 male and female EFL learners were asked to provide short responses. The responses were coded based on micro (17 categories) and macro (7 categories) coding scales. Learners' confidence in their own pragmatic ability was assessed through self-assessment scores. Appreciation token and comment acceptance (micro-level), and acceptance and positive elaboration (macro-level) were the most highly used strategies. Intermediate learners were the most self-confident group. This study can shed light on the effective role of setting speech acts, and compliments in particular, as part of curriculum design to help EFL learners enhance their pragmatic knowledge. (Contains 3 tables, 6 figures, and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10