علی مالمیر

Various models of Dynamic Assessment (DA) have been used in L2 pragmatic instruction and have proved their significant contributions to pragmatic production; however, there is a paucity of research regarding their implementation for pragmatic comprehension. Therefore, this study sought to investigate the effects of interactionist and interventionist models of DA on the accuracy and speed of pragmatic comprehension among a convenience sample of 60 advanced EFL learners who were randomly assigned into two DA groups and a control group. A listening pragmatic comprehension test developed and validated by Garcia (2004) was used both as a pretest and as a posttest. During the 14-session treatment, the interactionist DA group received metapragmatic instruction about 28 conversations, and learners interacted with each other and the teacher. Assistance and scaffolding were continuously provided by the teacher as the more knowledgeable other (MKO) within the learners’ Zone of Proximal Development (ZPD). The interventionist DA class received its treatment based on DA procedures as presented by Lantolf and Poehner (2010). However, the Non-DA group only received metapragmatic instruction about the conversations from the instructor without any DA-based intervention or interaction. Data analysis using one-way ANCOVA revealed that study groups differed in their pragmatic comprehension accuracy and speed: DA groups significantly outperformed the control group. The interventionist DA group did significantly better than the interactionist DA group for pragmatic accuracy but nor for pragmatic comprehension speed. The pedagogical implication of the study is that teachers can utilize interventionist and interactionist DA to foster learners’ pragmatic comprehension accuracy.

Listening comprehension is a multifaceted L2 skill and its actual mastery has proved challenging for many EFL learners (Matthews, 2018). Pre-listening supports may help us change the dire situation in developing effective listening competence. Therefore, the current study tried to examine the effect of vocabulary preparation, grammar instruction and background knowledge activation as pre-listening tasks on the listening comprehension among 95 Iranian intermediate EFL learners in three experimental groups who were randomly selected from among 142 Iranian EFL learners after administration of a paper-based TOEFL. In group A, the teacher elaborated on the difficult grammatical structures of the listening comprehension (LC) test and the students did some exercises. Group B practiced related difficult words using synonyms, antonyms, and sentence examples. In group C, some topical knowledge about the content of the LC test was given and discussed. After the treatment, a valid researcher-made LC test was given to all groups. This procedure was followed for four more listening texts and after each treatment, a valid researcher-made LC test based on the text was administered. Data analysis using one-way ANOVA and Scheffe test revealed that background knowledge activation and vocabulary preparation significantly improved learners’ listening performances; however, grammar preparation did not exert a significant influence on EFL listening comprehension. These results were confirmed by the experts’ attitudes in the subsequent qualitative phase of the study. These findings suggest that EFL teachers should use background knowledge activation and lexical preparation prior to the main listening tasks.

It is widely acknowledged that collocations play a crucial role in second or foreign language learning by enabling learners to know more about language chunks and lexical strings. Although many studies have examined L2 learners’ collocational competence, comparatively less research has been carried out to probe into the effective instruction and exercises for enhancing the acquisition, retention, and production of lexical (e.g. make a mistake ) vs. grammatical ( on purpose ) collocations. Therefore, the present study attempted to explore the effect of L2 definitions, fill-in-the-blanks, and sentence writing exercises on the acquisition, retention, and production of lexical vs. grammatical collocations. The data were collected from 66 EFL participants who were studying English at a private language institute. First, an Oxford Placement Test (OPT) was given to homogenize the learners. Then, the participants were divided into three groups, each receiving one of the three different types of exercises including definitions, fill-in-the-blanks, and sentence writing exercises. Data analysis using multivariate ANOVA (MANOVA) indicated that learners who received the sentence writing treatment significantly outperformed those learners who received definition and fill-in-the-blank exercises in the acquisition, retention, and production of lexical vs. grammatical collocations. Moreover, fill-in-the-blanks could help the participants learn, retain, and remember both types of collocations significantly better than the L2 definitions. These findings have some pedagogical implications for learning and teaching lexical and grammatical collocations.

Despite the critical relationships among pragmatic action, context, and linguistic vs. non-linguistic resources for producing various adjacency pairs in foreign or second language (L2) exchanges, their interplay has not been adequately investigated. Therefore, the present study examined these relations in the production of request-refusal adjacency pairs. The needed data were collected from 108 upper-intermediate to advanced EFL learners. Three hundred conversations were audio-recorded from learners’ role-plays that involved making request-refusal adjacency pairs. MAXQDA software was used for data transcription, codification, and analysis. Data analysis revealed that request-refusal adjacency pairs were co-constructed in discursive contexts through multiple turns using both linguistic and nonlinguistic turn construction units (TCUs). Learners significantly used more linguistic rather than nonlinguistic TCUs and more sentential and clausal TCUs than phrasal and lexical TCUs. Moreover, the use of pauses and continuers was significantly more than laughter, facial expression, and body language. These findings have some pedagogical implications for teachers to raise learners’ awareness of context, action, and linguistic and nonlinguistic TCUs in the production of speech act adjacency pairs.

The two most important defining aspects of L1 national identity are language and social belonging that are manifested through the individual’s inclinations toward the mother tongue or the official language and the sociocultural heritage of the country in which people are living. Moreover, based on the available literature, L2 identity may also exert an influence over the L1 national identity; however, this claim has not been securitized through valid large-scale and comprehensive surveys. Therefore, this study sought to shed light on the relationship between various second language identity dimensions (SLID) and L1 national identity. A sample of 1018 Iranian EFL learners who were selected based on the purposive snowball sampling filled out a researcher-made and validated Multidimensional L2 Identity Questionnaire (MLIQ) and a National Identity Questionnaire (NIQ). Data analysis using multiple regression revealed that the constructed SLID model could significantly contribute to the L1 national identity. The results also showed that the following four dimensions of SLID were significant predictors of national identity: transitive vs. intransitive, convergent vs. divergent, homogeneous vs. heterogeneous, and active vs. passive dimensions. Among these, active vs. passive and convergent vs. divergent dimensions had strong contributions to explaining the degree of the L2 national identity. These findings can help EFL teachers and learners develop a positive L2 identity with balanced dimensions that also promotes L1 national identity

Dogme Language Teaching (Dogme ELT) is an innovative learner-centered methodology and a movement for teaching English (or any other L2) that primarily focuses on face-to-face interaction between teacher and learners and among the learners themselves (Thornbury, 2009) without using any preplanned and established instructional materials, syllabuses, or preset activities. Despite many claims by the proponents, research evidence for Dogme ELT is very limited; accordingly, this sequential explanatory mixed-method study sought to examine the effect of Dogme ELT on L2 speaking andwillingness to communicate (WTC)across different proficiency levels among Iranian EFL learners at a private language institute. Participants included 14 intermediate, 12 upper-intermediate, and 12 advanced level learners from both genders in three intact classes as the experimental groups. Three other intact classes comprising 13 intermediate, 13 upper-intermediate, and 11 advanced level learners, respectively were selected as control groups who received the mainstream communicative language teaching (CLT) for their L2 instruction. The treatments continued for two subsequent semesters including thirty 1.5-hour sessions. Quantitative data analysis using two-way ANCOVA revealed that Dogme ELT was more effective than CLT only for the advanced but not for the intermediate and upper-intermediate learners’ speaking and WTC. Qualitative data analysis revealed that most advanced and only some upper-intermediate learners had positive attitudes about Dogme ELT. The findings of the current investigation suggest that Dogme ELT should be used for advanced EFL levels and its application should be done with more caution.

Argument maps as schematic representations of arguments and their logical and evidential relationships are effective diagrams for instruction in education as well as in L2 development. However, their use for teaching L2 writing in EFL contexts has not been adequately studied. Therefore, this study investigated the effect of argument mapping instruction on Iranian EFL learners’ writing achievement and writing components, including grammar, coherence, cohesion, and task accomplishment in expository and descriptive essays. The participants were 60 intermediate EFL learners at Fadak language institute in Tehran. The selected participants were randomly divided into two groups: an experimental and a control group, each including 30 participants. Materials, coursebooks, and the teacher were the same for the study groups. However, the participants in the experimental group received specific instruction about the use of argument maps before and during their writing. After 10 sessions of treatment, the learners in the two groups were asked to write a descriptive and an expository paragraph. The paragraphs were rated by two raters and the final score was the average of the scores given by the two raters. The results of the data analysis revealed that argument mapping strategies had significant improvement impact on expository and descriptive writing tasks and could improve participants’ writing in terms of grammar, coherence, cohesion, and task achievement. However, argument mapping was not beneficial in improving the vocabulary of study participants’ writing. Findings of the study suggest that EFL language instructors and learners can use argument maps for teaching descriptive and expository writing.

The combination of implicit meaning-focused input and explicit instruction has been suggested by recent research as very effective for learning L2 vocabulary; however, the time sequence for such juxtaposition has not been adequately examined through empirical studies. Therefore, this study sought to find the optimal time for combining explicit and implicit L2 vocabulary instruction using an explanatory mixed-method design. A convenience sample of 62 upper-intermediate EFL learners from three intact classes participated in this study. The Test of Academic Word List (Version A) that assesses Coxhead’s (2000) Academic Word List (AWL) was administered as a pertest. The reading book, Focus on Vocabulary 2, that has been developed based on the AWL was used for giving meaning-forced input. The target words were explicitly pre-taught in Class A (n=22), taught concurrent with encountering them in the reading text in Class B (n=20), and post-taught in Class C (n=22). Version B of the AWL Test was used as the posttest and after a 14-day retention interval (RI) as the delayed posttest. Then, 25% of the learners were orally interviewed about their attitudes toward the treatment they received. Quantitative data analysis using one-way ANCOVA revealed that explicit teaching during the reading was the optimal time and could help learners significantly do better on the immediate and delayed post-tests followed by pre-teaching. Qualitative analysis also verified the obtained quantitative results. The findings of this study imply that explicit vocabulary teaching during the reading should be practiced by EFL teachers/learners for fostering vocabulary development.

Reading is recognized as being the most important skill needed by ESP learners in their field of study, and vocabulary knowledge is the most widely discussed component of effective ESP reading per se. However, research on how much the different types of words exert substantial influences over ESP reading comprehension remains scanty. To address this lacuna, the present study aimed to examine the degree of contribution made by general high-frequency, core-academic, and technical-academic words to 127 Iranian learners studying Psychology at three state universities in Tehran, Iran. Three researcher-made and validated tests were used to measure the three aforementioned types of vocabulary knowledge accompanied by an ESP reading test. Data analysis using multiple regression revealed that the core-academic words and technical-academic words significantly contributed to the ESP reading comprehension, explaining about 92% of the variance in reading scores, but knowledge of general high-frequency words was not a significant contributor. Moreover, teaching core-academic and technical-academic words did not have a significant effect on ESP reading comprehension in the short term, yet a low significant difference was observed for technical academic words in the long term. Findings of this study imply that direct teaching of the core-academic and technical-academic words can help ESP learners improve their reading over time. The article ends with pedagogical implications and suggestions for future research.

Interlanguage pragmatic learning strategies (IPLS) as particularly tailored language learning strategies for acquiring L2 pragmatic knowledge have been recently paid paramount attention in the pragmatics literature. These strategies are, therefore, related to some other social variables which are central to pragmatic development such as L2 social identity. Because of the importance of the IPLS and the rarity of research about the relationship between IPLS and with L2 social identity as a highly pragmatic-oriented variable, the current study tried to investigate the contribution of various forms of IPLS to L2 social identity among a randomly selected sample of 125 upper-intermediate to advanced EFL learners at a state university in Iran. During the two-phased data collection procedure, first, the participants filled out Locastro’s (2001) L2 social identity questionnaire, and then Malmir and Tajeddin’s (2015) IPLS inventory in two subsequent sessions. Data analysis using multiple regression revealed that all types of IPLS were significant contributors to L2 social identity except for the memory IPLS. Among the other five types of IPLS, social IPLS was a significant and strong contributor to L2 social identity. Affective and compensatory IPLS were significant moderate contributors to L2 social identity; however, metacognitive and cognitive interlanguage pragmatic learning strategies were weak albeit significant predictors of Iranian EFL learners’ social identity in English as an L2. The results of this study imply that L2 teachers can enhance social identity among the learners by fostering the knowledge of various forms of IPLS.