pragmatic competence

Veryfew attempts have been made in the past to develop instruments to measure pragmatic knowledge of second language (L2) learners. The absence of such instruments in the literature of English language teaching (ELT) underscores the need for the researchers to develop new tests that are specifically designed to assess this crucial but less explored aspect of language learners’ (LLs) knowledge. In line with this objective, the present study was conducted to develop and validate four tests of pragmatic knowledge that measured LLs’ knowledge of speech acts. The following steps were taken in this study to develop the written discourse completion tests (WDCTs) and the multiple-choice discourse completion tests (MCDCTs) that respectively measured the test takers’ ability to produce and comprehend request speech act. During the “prototype step” the researchers identified the content and the number of items for each designated test battery. At the “test construction step” the sociolinguistic variables of power (P), social distance (D), and absolute rank of imposition (R) were inserted into the content of the test items. Finally, at the “validation step” the reliability of the tests was examined. The finding of the study showed that the constructed test batteries were sufficiently reliable and valid for measuring pragmatic knowledge of L2 learners.

Computerized Dynamic Assessment (CDA), encouraged by Brown and colleagues’ graduated prompt approach, is grounded in Vygotsky’s Socio-Cultural Theory (SCT) of mind and its concept of the zone of proximal development (ZPD). It emerged to respond to the challenge of implementing DA in large classes and to meet the psychometric properties of assessment. To this end, the present study attempted to design a unique computerized dynamic assessment tool to diagnose learners’ development of pragmatic competence, specifically their knowledge of the speech acts of apology and request. To conduct the research, a number of 60 BSc students of engineering, aged 18-24, participated in the study. They had different proficiency levels, including pre-intermediate, intermediate and upper-intermediate levels. In the course of CDA, they were provided with 30 multiple choice discourse completion tests of apology and request and they were required to choose what they would say in that specific situation. The participants received pre-established meditational hints for each of the unacceptable responses, which were arranged from the most implicit to the most explicit. Finally, to diagnose learners’ development, their test performance, including their actual score, mediated score and learning potential score (LPS), was instantly displayed. Paired samples t-test showed development in learners’ mediated score. The results of the univariate analysis of variance showed that there is no interaction between mediation and proficiency level. Teachers can use this supplementary dynamic assessment tool to diagnose learners’ development of pragmatic competence.

: Individual learner differences play an integral role in second language acquisition and interested researchers and practitioners cannot get a full appreciation of second language learning if they ignore these significant variables. This study investigated how willingness to communicate (WTC), learner subjectivity, and anxiety in learning the L2 correlate with Iranian students’ English pragmatic knowledge. To this end, a total of 140 participants received instruction on request strategy types and their internal and external modification devices for seven weeks through consciousness-raising tasks. The data were obtained through WTC questionnaire, learner subjectivity questionnaire, foreign language classroom anxiety scale, and discourse completion test. The findings indicated that WTC and learner subjectivity correlated positively with the participants’ L2 pragmatic competence. However, no relationship was observed between the learners’ anxiety and their pragmatic achievement. The results suggest that some personal characteristics such as WTC and learner subjectivity are significant contributors to success in acquiring L2 pragmatic knowledge. چکیده: تفاوت های فردی زبان آموزان نقش غیر قابل انکاری در یادگیری زبان دوم ایفا میکنند و محققان علاقه مند نخواهند توانست به درک کامل و درستی از یادگیری زبان دوم برسند اگر چنین متغیرهای مهمی را نادیده بگیرند. این مطالعه به بررسی چگونگی ارتباط تمایل به برقراری ارتباط کلامی (WTC)،  فردیت زبان آموز و اضطراب در یادگیری زبان دوم با دانش منظور شناسی زبان آموزان ایرانی می پردازد. برای این منظور، در مجموع 140 نفر در مورد انواع استراتژی های درخواست و ابزارهای اصلاحی داخلی و خارجی آنها برای هفت هفته از طریق وظایف آگاهی-دهنده (آگاهی برانگیز) مورد آموزش قرار گرفتند. داده ها با استفاده از پرسشنامه های تمایل به برقراری ارتباط کلامی، فردیت، مقیاس اضطراب در کلاس های زبان خارجی و آزمون تکمیل گفتمان جمع آوری گردیدند. یافته های تحقیق حاکی از این داشتند که تمایل به برقراری ارتباط کلامی و فردیت زبان آموزان به طور مثبت با توانایی منظور شناسی آنها در زبان دوم ارتباط داشت. با این وجود، بین اضطراب زبان آموزان و توانایی منظور شناسی آنها در زبان دوم ارتباطی مشاهده نشد. نتایج نشان می دهند که برخی ویژگی های شخصی مانند تمایل به برقراری ارتباط کلامی و فردیت زبان آموزان از اهمیت ویژه و نقش بسزایی درکسب موفقیت آمیز دانش منظور شناسی در زبان دوم برخوردار است.   واژگان کلیدی:تمایل به برقراری ارتباط کلامی، فردیت، اضطراب، درخواست، توانایی منظور شناسی  

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.

The present study was an attempt to explore the ‘washback effect’ of task-based assessment (TBLA) on EFL Iranian learners’ pragmatic development. To this end, through conducting KET (Key English Test), 60 out of 120 EFL Iranian learners studying in an English language school, were randomly selected. They were assigned to treatment group (N=30), and control group (N=30). The treatment group was assessed through TBLA and the control group was assessed via non-task based assessment for 20 ninety-minute sessions. The class sessions were held twice a week. The obtained data was examined through independent sample t-test. The findings implied that TBLA as a pedagogical measurement tool can well replace the classic assessment procedures, since all educational efforts including testing and assessment procedures are planned to maximize the educational gains and developments.