آمار
| تعداد نشریات | 5 |
| تعداد شمارهها | 112 |
| تعداد مقالات | 1,271 |
| تعداد مشاهده مقاله | 1,238,838 |
| تعداد دریافت فایل اصل مقاله | 1,098,293 |
Measuring the Predictability of Iranian EFL Students’ Pragmatic Listening Comprehension With Language Proficiency, Self-Regulated Learning in Listening, and Willingness to Communicate | ||
| Journal of Applied Linguistics and Applied Literature: Dynamics and Advances | ||
| مقاله 7، دوره 9، شماره 2 - شماره پیاپی 18، دی 2021، صفحه 79-104 اصل مقاله (744.94 K) | ||
| نوع مقاله: Research Article | ||
| شناسه دیجیتال (DOI): 10.22049/jalda.2021.27199.1292 | ||
| نویسندگان | ||
| Ali Zangoei1؛ Ali Derakhshan* 2 | ||
| 1PhD in Applied Linguistics, Lecturer at Department of English Language and Literature, Gonabad University, Gonabad, Iran | ||
| 2Associate Professor in Applied Linguistics, Department of English Language and Literature, Faculty of Humanities and Social Sciences, Golestan University, Gorgan, Iran | ||
| چکیده | ||
| Pragmatic Listening Comprehension (PLC), as a complex process, is influenced by various cognitive, psychological, contextual, social, cultural, and linguistic factors. To make a stride toward understanding the role of such factors in PLC, the present study sought not only to scrutinize to what extent PLC was associated with language proficiency, Self-Regulated Learning in Listening (SRLL), and Willingness to Communicate (WTC) but also to examine an empirical path analysis model to predict PLC through language proficiency, SRLL, and WTC. To this aim, a group of 269 upper-intermediate and advanced level Iranian EFL learners, whose ages ranged from 19 to 34, participated in the study by answering the 40-item pragmatic multiple-choice discourse completion test (MDCT), as well as the valid and reliable questionnaires of SRLL and WTC. The results of correlational analyses revealed that PLC was significantly and positively associated with language proficiency, SRLL, and WTC. These findings were further approved in the path analysis model; language proficiency, SRLL, and WTC were significant positive predictors of PLC. The path model disclosed the significant prediction of PLC in terms of the three independent variables of the study. Based on these results, relevant pedagogical implications were proposed with the aim of enhancing the pedagogical knowledge and practice of key educational stakeholders. | ||
| کلیدواژهها | ||
| pragmatic listening comprehension (PLC)؛ language proficiency؛ self-regulated learning in listening (SRLL)؛ willingness to communicate (WTC)؛ English as a second/foreign language (EFL/ESL) | ||
| مراجع | ||
|
Alcón-Soler, E. (2015). Instruction and pragmatic change during study abroad email communication. Innovation in Language Learning and Teaching, 9(1), 34-45.
Alcón-Soler, E., & Martı´nez-Flor, A. (2008). Pragmatics in foreign language contexts. In E. Alcón & A. Martı´nez-Flor (Eds.), Investigating pragmatics in foreign language learning, teaching and testing (pp. 3-21).Great Britain: Cromwell Press Ltd.
Alcón-Soler, E., & Sánchez Hernández, A. (2017). Learning pragmatic routines during study abroad: A focus on proficiency and type of routine. Atlantis, 39(1), 191-210.
Ariyanti, A., Fitriana, R., & Pane, W. S. (2018). Self-regulated learning in writing of EFL learners. Indonesian Journal of English Language Teaching and Applied Linguistics, 3(1), 155-166.
Bachman, L. (1990) Fundamental considerations in language testing. Oxford, UK: Oxford University Press.
Bandura, A. (1986). The explanatory and predictive scope of self-efficacy theory. Journal of Clinical and Social Psychology, 4(3), 359-373.
Bardovi-Harlig, K. (1999). Exploring the interlanguage of interlanguage pragmatics: A research agenda for acquisitional pragmatics. Language Learning, 49(4), 677-713.
Behshad, A., Amirian, S. M. R., Davoudi, M., & Ghaniabadi, S. (2018). The differing role of L2 WTC in Iranian EFL learners’ performance on a computerized dynamic test of writing. Iranian Journal of English for Academic Purposes, 7(1), 17-34.
Birjandi, P., & Rezaei, S. (2010). Developing a multiple-choice completion test of interlanguage pragmatics for Iranian EFL learners. ILI Language Teaching Journal, 6(1, 2), 43-58.
Brown, J. D. (1989). Improving ESL placement tests using two perspectives. TESOL Quarterly, 23(1), 65–84. https://doi.org/10.2307/3587508 Burgoon, J. K. (1976). The unwillingness-to-communicate scale: Development and validation. Communication Monograph, 43(1), 60-69.
Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1-47.
Celce-Murcia, M., Dörnyei, Z., & Thurrell, S. (1995). Communicative competence: A pedagogically motivated model with content specifications. Issues in Applied Linguistics, 6(2), 5-35.
Cohen, A. D. (2012). Teaching pragmatics in the second language classroom. The European Journal of Applied Linguistics and TEFL,1(1), 35-49.
Cohen, A. D. (2017). The role of pragmatics in teaching English as an additional language. In H. P. Widodo, A. Wood, & D. Gupta (Eds.), Asian English language classrooms: Where theory and practice meet (pp. 233-252). New York, NY: Routledge.
Cohen., A. D. (2019). Strategy instruction for learning and performing target language pragmatics. In A. U. Chamot & V. Harris (Eds.), Learning strategy instruction in the language classroom: Issues and implementation (pp. 140-152). Bristol, UK: Multilingual Matters.
Cohen, A. D., & Sykes, J. M. (2013). Strategy-based learning of pragmatics: An example of language learning for intercultural competence. In F. Dervin & A. J. Liddicoat (Eds.), Linguistics for intercultural education in language learning and teaching (pp.87-111). Amsterdam: John Benjamins.
Cook, M., & Liddicoat, A. J. (2002). The development of comprehension in interlanguage pragmatics. Australian Review of Applied Linguistics, 25(1), 19-39.
Corsetti, C. R. (2014). Strategy-based listening and pragmatic comprehension. BELT: Brazilian English Language Teaching Journal, 5(1), 4-14.
Derakhshan, A. (2014). The effect of consciousness-raising video-driven prompts on the comprehension of implicatures and speech acts (Unpublished doctoral dissertation). Allameh Tabataba’i University, Tehran, Iran.
Derakhshan, A. (2019a). The relationship between Iranian EFL learners’ proficiency level and their knowledge of idiosyncratic and formulaic implicatures. Language Related Research, 10(5), 1-27.
Derakhshan, A. (2019b). ]Review of the book Routledge handbook of second language acquisition and pragmatics, by N. Taguchi [. Applied Linguistics.
Derakhshan, A., & Arabmofrad, A. (2018). The impact of instruction on the pragmatic comprehension of speech acts of apology, request, and refusal among Iranian intermediate EFL learners. English Teaching & Learning, 42(1), 75-94.
Derakhshan, A., & Eslami, Z. R. (2020). The effect of metapragmatic awareness, interactive translation, and discussion through video-enhanced input on EFL learners’ comprehension of implicature. Applied Research on English Language, 9(1), 25-52.
Derakhshan, A., Malmir, A., Greenier, V. (2021). Interlanguage pragmatic learning strategies (IPLS) as predictors of L2 speech act knowledge: A case of Iranian EFL learners. The Journal of Asia TEFL, 18(1), 235-243.
Derakhshan, A., & Shakki, F. (2020). The effect of implicit vs. explicit metapragmatic instruction on the Iranian intermediate EFL learners’ pragmatic comprehension of apology and refusal. Journal of Language Research, 12(35), 151-175.
Derakhshan, A., & Shakki, F. (2021).A meta-analytic study of instructed second language pragmatics: A case of the speech act of request. Journal of Research in Applied Linguistics, 12(1), 15-32.
Derakhshan, A., & Zangoei, A. (2014). Video-driven prompts: A viable pragmatic consciousness-raising approach in EFL/ESL classrooms. International Journal of Language Learning and Applied Linguistics World (IJLLALW), 5(2), 368-380.
Elahi Shirvan, M., Khajavy, G. H., MacIntyre, P. D., & Taherian, T. (2019). A meta-analysis of L2 willingness to communicate and its three high-evidence correlates. Journal of Psycholinguist Research, 48(1), 1241-1267.
Ellis, R. (2008). The study of second language acquisition (2nd ed.). Oxford, UK: Oxford University Press.
Eslami, Z. R., & Liu, C. N. (2013). Learning pragmatics through computer-mediated communication in Taiwan. International Journal of Society, Culture & Language, 1(1), 52-73.
Eslami-Rasekh, Z., & Eslami-Rasekh, A. (2008). Enhancing the pragmatic competence of non-native English speaking teacher candidates (NNESTCs) in an EFL context. In E. Alcón & A. Martı´nez-Flor (Eds.), Investigating pragmatics in foreign language learning, teaching and testing (pp. 153-176).Great Britain: Cromwell Press Ltd.
Farashaiyan, A., & Hua, T. K. (2012). On the relationship between pragmatic knowledge and language proficiency among Iranian male and female undergraduate EFL learners. 3L: Language, Linguistics and Literature, The Southeast Asian Journal of English Language Studies, 18(1), 33-46.
Fordyce, K. (2013). The differential effects of explicit and implicit instruction on EFL learners’ use of epistemic stance. Applied Linguistics, 35(1), 6-28.
Garcia, P. (2004). Pragmatic comprehension of high and low level language learners. The Electronic Journal for English as a Second Language (TESL-EJ), 8(2), 1-12.
Glaser, K. (2018). Enhancing the role of pragmatics in primary English teacher training. An International Journal of Applied Linguistics, 45(2), 119-131.
Grice, H. P. (1975). Logic and conversation. In P. Cole & J. Morgan (Eds.), Syntax and semantics (pp. 31-58). New York, NY: Academic Press.
Hinkel, E. (2006). Current perspectives on teaching the four skills. TESOL Quarterly, 40(1), 109-131. https://doi.org/10.1093/applin/amz031
Ishihara, N. & Cohen, A. D. (2014). Teaching and learning pragmatics: Where language and culture meet. Abingdon, England: Routledge. (First published 2010 by Pearson Education.) (Translated into Arabic, Japanese, and Korean.)
Jeon, E. H., & Kaya, T. (2006). Effects of instruction on interlanguage pragmatic development. In J. Norris & L. Ortega, (Eds.), Synthesizing research on language learning and teaching (pp. 165-211). Amsterdam, The Netherlands: John Benjamins.
Jernigan, J. E. (2012). Output and English as a second language pragmatic development: The effectiveness of output-focused video-based instruction. Canadian ELT Journal, 5(4), 2-14.
Jung, E. H. (2003). The role of discourse signaling cues in second language listening comprehension. The Modern Language Journal, 87(4), 562-577.
Kasper, G. (1997). Can pragmatic competence be taught? Retrieved from Network #6: http://www. lll.hawaii.edu /sltcc/F97NewsLetter/Pubs.htm)
Kasper, G., & Rose, K. R. (2002). Pragmatic development in a second language. Malden, MA: Blackwell.
Khajavy, G. H., MacIntyre, P. D., & Barabadi, E. (2017). Role of the emotions and classroom environment in willingness to communicate. Studies in Second Language Acquisition, 40(3), 1-20. https://doi.org/10.1017/s0272263117000304
Khalaj, H., & Tousi, S. (2014). The impact of willingness to communicate on Iranian EFL learners speaking ability. International Research Journal of Applied and Basic Sciences, 8(11), 1866-1869.
Khatib, M., & Nourzadeh, S. (2014). Development and validation of an instructional willingness to communicate questionnaire. Journal of Multilingual and Multicultural Development, 36(3), 266-283.
Kobayashi, A. (2017). The development and validation of the self-regulated learning in listening questionnaire. Language and Culture: The Journal of the Institute for Language and Culture, 3(21), 163-184.
Koike, A. D. (1996). Transfer of pragmatic competence and suggestions in Spanish foreign language learning. In S. Gass & J. Neu (Eds.), Speech acts across cultures (pp. 257-281). Berlin: Mouton de Gruyter.
Kondo, S. (2008). Effects on pragmatic development through awareness-raising instruction: Refusals by Japanese EFL learners. In E. Alcón & A. Martı´nez-Flor (Eds.), Investigating pragmatics in foreign language learning, teaching and testing (pp. 153-176). Great Britain: Cromwell Press Ltd.
Lee, J. S., & Lee, K. (2020). Role of L2 motivational self system on willingness to communicate of Korean EFL university and secondary students. Journal of Psycholinguist Research, 49(1), 147-161.
Li, Q. (2012). Effects of instruction on adolescent beginners’ acquisition of request modification. TESOL Quarterly, 46(1), 30-55.
Li, Y. (2017). Exploring self-regulated learning (SRL) and listening strategy instruction in A Chinese L2 classroom. Doctoral Dissertations, 343. https://repository.usfca.edu/diss/343
Linde, Á. (2009). How polite can you get? A comparative analysis of interlanguage pragmatic knowledge in Spanish and Moroccan EFL university students. Porta Linguarum: Revistainternacional de didáctica de laslenguasextranjeras, 12(1), 133-148.
Liu, J. (2006). Measuring interlanguage pragmatic knowledge of EFL learners. Frankfurt: Peter Lang.
LoCastro, V. (2003). An introduction to pragmatics: Social action for language teachers. Ann Arbor: University of Michigan Press.
Lyster, R. (1994). The effect of functional-analytic teaching on French immersion student’s sociolinguistic competence. Applied Linguistics, 15(1), 263-287.
MacIntyre, P. D., Dörnyei, Z., Clément, R., & Noels, K. A. (1998). Conceptualizing willingness to communicate in a L2: A situational model of L2 confidence and affiliation. The Modern Language Journal, 82(4), 545-562.
Matsumura, S. (2003). Modelling the Relationships among Interlanguage Pragmatic Development, L2 Proficiency, and Exposure to L2. Applied Linguistics, 24(4), 465-491.
McCroskey, J. C., & Baer, J. E. (1985). Willingness to communicate: The construct and its measurement. Paper presented at the annual convention of the Speech Communication Association, Denver, Colorado.
McCroskey, J. C., & Richmond, V. P. (1991). Willingness to communicate: A cognitive view. In M. Booth-Butterfield (Ed.), Communication, cognition, and anxiety (pp. 19-37). Newbury Park, CA: Sage.
Mehrpak, L., Gholami- Mehrdad, A., & Ahmadi, S. D. (2016). The effect of teaching speech acts on Iranian EFL learners’ willingness to communicate (WTC). Modern Journal of Language Teaching Methods, 6(1), 514-523.
Morley, J. (2001). Aural comprehension instruction: Principles and practices. In M. Celce Murcia (Ed.), Teaching English as a second or foreign language (pp. 69-85) Boston: Heinle and Heinle.
Mortensen, C. D., Arntson, P. H., & Lustig, M. (1977). The measurement of verbal predispositions: Scale development and application. Human Communication Research, 3(1), 146-158.
Nasrollahi-Mouziraji, A., & Birjandi, P. (2016). Motivational beliefs, self-regulation and EFL listening achievement: A path analysis. Journal of Teaching Language Skills, 35(3), 91-118.
Nguyen, T. T. M., Pham, T. H., & Pham, M. T. (2012). The relative effects of explicit and implicit form-focused instruction on the development of L2 pragmatic competence. Journal of Pragmatics, 44(4), 416-434.
Öz, H., Demirezen, M., & Pourfeiz, J. (2015). Willingness to communicate of EFL learners in Turkish context. Learning and Individual Differences, 37(1), 269-275.
Panadero, E. (2017) A review of self-regulated learning: Six models and four directions for research. Frontiers in Psychology, 8(422), 1-28.
Peng, J. E. (2015). L2 motivational self system, attitudes, and affect as predictors of L2 WTC: An imagined community perspective. The Asia-Pacific Education Researcher, 24(2), 433-443.
Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 451-502). Academic Press. https://doi.org/10.1016/B978-012109890-2/50043-3
Pintrich, P. R., & De Groot, E. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40.
Rafieyan, V. (2018). Role of knowledge of formulaic sequences in language proficiency: significance and ideal method of instruction. Asian-Pacific Journal of Second and Foreign Language Education, 3(9), 1-23.
Riasati, M. J. (2018). Willingness to speak English among foreign language learners: A causal model. Cogent Education, 5(1), 1-17.
Roever, C. (2011). Testing of second language pragmatics: Past and future. Language Testing, 28(4), 463-481.
Roever, C., Wang, S., & Brophy, S. (2014). Learner background factors and learning of second language pragmatics. International Review of Applied Linguistics, 52(4), 377-401.
Rose, K.R. (2005). On the effect of instruction in second language pragmatics. System, 33(3), 385-399.
Rose, K.R., & Kasper, G. (Eds.) (2001). Pragmatics in language teaching. Cambridge, UK: Cambridge University Press.
Rost, M. (2002). Teaching and researching listening. London, UK: Longman.
Sahranavard, S., Miri, M. R., & Salehiniya, H. (2018). The relationship between self-regulation and educational performance in students. Journal of Education and Health Promotion, 7(1), 1-5.
Schreiber, J. B., Nora, A., Stage, F. K., Barlow, E. A., & King, J. (2006). Reporting structural equation modeling and confirmatory factor analysis results: A review. The Journal of Educational Research, 99(6), 323-338.
Searle, J. (1969). Speech acts: An essay in the philosophy of language. Cambridge, UK: Cambridge University Press.
Shakki, F., Naeini, J., Mazandarani, O., & Derakhshan, A. (2020). Instructed second language English pragmatics in the Iranian context. Journal of Teaching Language Skills, 39(1), 201-252.
Shameem, N. (1998). Validating self-reported language proficiency by testing performance in an immigrant community: The Wellington Indo-Fijians. Language Testing, 15(1), 86-108.
Taghizadeh, M., & Saleh Abady, A. G. (2016). The effects of metacognitive strategy training on the listening comprehension and self-regulation of EFL learners. International Journal of Foreign Language Teaching & Research, 4(16), 37-54.
Taguchi, N. (2005). Comprehending implied meaning in English as a foreign language. The Modern Language Journal, 89(1), 543-562.
Taguchi, N. (2008a). Pragmatic comprehension in Japanese as a foreign language. The Modern Language Journal, 92(1), 558-576.
Taguchi, N. (2008b). The role of learning environment in the development of pragmatic comprehension: A comparison of gains between EFL and ESL learners. Studies in Second Language Acquisition, 30(1), 423-452.
Taguchi, N. (2011). The effect of L2 proficiency and study-abroad experience on pragmatic comprehension. Language Learning, 61(1), 1-36.
Taguchi, N. (2013). Individual differences and development of speech act production. Applied Research on English Language, 2(2), 1-16.
Taguchi, N. (2015). Instructed pragmatics at a glance: Where instructional studies were, are, and should be going. Language Teaching, 48(1), 1-50.
Taguchi, N. (2018a). Contexts and pragmatics learning: Problems and opportunities of the study abroad research. Language Teaching, 51, 124-137.
Taguchi, N. (2018b). Pragmatic competence in foreign language education: Cultivating learner autonomy and strategic learning of pragmatics. In I. Walker , D. Chan, M. Nagami, & C. Bourguignon (Eds.), New perspectives on the development of communicative and related competence in foreign language education (pp. 53-69). Berlin: de Gruyter. https://doi.org/10.1515/9781501505034-004
Taguchi, N. (Ed.). (2019). Second language acquisition and pragmatics: An overview. In N. Taguchi (Ed.), The Routledge handbook of second language acquisition and pragmatics (pp. 1-14). New York, NY: Routledge.
Taguchi, N., & Yamaguchi, S. (2019). Implicature comprehension in L2 pragmatics research. In N. Taguchi (Ed.), The Routledge handbook of second language acquisition and pragmatics (pp. 31-46). New York/London: Routledge.
Tajeddin, Z., & Zand Moghadam, A. Z. (2012). Interlanguage pragmatic motivation: Its construct and impact on speech act production. RELC Journal, 43(3), 353–372. https:// doi.org/10.1177/0033688212468481 Takahashi, S. (2019). Individual learner considerations in SLA and L2 pragmatics. In N. Taguchi (Ed.), The Routledge handbook of second language acquisition and pragmatics (pp. 429-443). New York/London: Routledge.
Takimoto, M. (2007). The effects of input-based tasks on the development of learners’ pragmatic proficiency. Applied Linguistics, 30(1), 1-25.
Tateyama, K. (2019). Pragmatics in a language classroom. In N. Taguchi (Ed.), The Routledge handbook of second language acquisition and pragmatics (pp., 400-412). New York, NY: Routledge.
Thomas, J. (1995). Meaning in interaction: An introduction to pragmatics. Essex, UK: Pearson Education Limited.
Timpe-Laughlin, V. (2019). Pragmatic learning in the workplace. In N. Taguchi (Ed.), The Routledge handbook of second language acquisition and pragmatics (pp. 413-428). New York/London: Routledge.
Tseng, M., & Chen, C. (2017). Self-regulatory behaviors and approaches to learning of arts students: A comparison between professional training and English learning. Journal of Psycholinguist Research, 46(1), 643-659.
Usó-Juan, E. (2013). Effects of metapragmatic instruction on EFL learners’ production of refusals. Utrecht Studies in Language & Communication, 25(1), 65-99.
Usó-Juan, E., & A. Martínez-Flor (2006). Approaches to language learning and teaching: Towards acquiring communicative competence through the four skills. In E. Usó-Juan & A. Martínez- Flor (Eds.), Current trends in the development and teaching of the four language skills (pp. 3-26). Berlin: Mouton de Gruyter.
van Dijk, T. A. (1977). Context and cognition: Knowledge frames and speech act comprehension. Journal of Pragmatics, 1(3), 211-232.
Vandergrift, L. (2007). Recent developments in second and foreign language listening comprehension research. Language Teaching, 40(1), 191-210.
Vandergrift, L., & Baker, S. C. (2018). Learner variables important for success in L2 listening comprehension in French immersion classrooms. Canadian Modern Language Review, 74(1), 79-100.
Weaver, C. (2005). Using the Rasch model to develop a measure of second language learners’ willingness to communicate within a language classroom. Journal of Applied Measurement, 6(4), 396.
Xiao, F. (2015). Proficiency effect on L2 pragmatic competence. Studies in Second Language Learning and Teaching, 5(4), 557-581.
Xu, L. (2015). Interlanguage pragmatic competence of Chinese EFL university students. (Unpublished doctoral dissertation). Suranaree University of Technology, Nakhon Ratchasima, Thailand.
Xu, L., & Wannaruk, A. (2016). Developing an interlanguage pragmatic competence test on routines in a Chinese EFL context. Language Education and Acquisition Research Network (LEARN) Journal, 9(2), 49-67.
Yabukoshi, T. (2021). Self-regulation and self-efficacy for the improvement of listening proficiency outside the classroom. The Language Learning Journal, 49(1), 27-40.
Yamanaka, J. E. (2003). Effects of proficiency and length of residence on the pragmatic comprehension of Japanese ESL learners. Second Language Studies, 22(1), 107-175.
Yashima, T., MacIntyre, P. D., & Ikeda, M. (2016). Situated willingness to communicate in an L2: Interplay of individual characteristics and context. Language Teaching Research, 22(1), 115-137.
Yousefi, M., & Nassaji, H. (2019). A meta-analysis of the effects of instruction and corrective feedback on L2 pragmatics and the role of moderator variables. ITL - International Journal of Applied Linguistics, 170(1), 227-308.
Zeng, Y., & Goh, C. (2018). A self-regulated learning approach to extensive listening and its impact on listening achievement and metacognitive awareness. Studies in Second Language Learning and Teaching, 8(2), 193-218.
Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(2), 329-339.
Zimmerman, B. J. (1998). Academic studying and the development of personal skill: A self-regulatory perspective. Educational Psychologist, 33(2-3), 73-86. | ||
|
آمار تعداد مشاهده مقاله: 697 تعداد دریافت فایل اصل مقاله: 553 |
||