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Record identifier : 565010
Personal Name - Primary Intelectual Responsibility : Derakhshesh, Ali
Title and statement of responsibility : Pragmatics in Foreign Language Teaching: An Investigation into the Effect of Output on EFL Learners' Production and Awareness of Expressions of Gratitude [Thesis]/درخشش، علی;supervisor: Zia Tajeddin;advisor: Shahin Vaezi
Publication, Distribution,Etc. : , 2011
Language of the Item : eng
Internal Bibliographies/Indexes Note : Bibliography
Dissertation of thesis details and type of degree : Master of Arts
Discipline of degree : , Teaching English as a Foreign Language (TEFL)
Body granting the degree : , Allame Tabatabaii university, Faculty of Persian Literature and Foreign Languages Department of English Language and Literature
Summary or Abstract : در حوزه‌ای جدید فراگیری منظور شناسی و نهایتا در اختیار گذاشتن گزینه‌ای دیگر پیش روی برنامه‌ریزان آموزشی برای طراحی درس‌هایی جهت آموزش منظور شناسی .در نتیجه، این پژوهش سه هدف را دنبال می‌کند .هدف اول این پژوهش بررسی کنش کلامی تکپشکر کردن با توحپجه به تعداد کم مطالعات مربوط به این حیطه است .هدف دوم آن، سنجش آموزش پذیری این‌گونه عبارات و هدف سوم پژوهش حاضر، آزمودن تأثیر برون‌داد بر کسب توانش منظور شناختی می باشد Swains Output Hypothesis هدف تحقیق:این پژوهش بخشی از مطالعات روزافزون مربوط به فراگیری توانش منظور شناختی زبان آموزان در کلاس‌های آموزشی زبان خارجی می‌باشد و در آن به موارد زیر پرداخته شده است :بررسی آموزش پذیری جنبه‌هایی از کنش‌های کلامی که کمتر مورد توجه بوده است مانند تشکر کردن ، تاکید بر تأثیرات نسبی فرضیه‌ی برون‌داد سوئین
: During the last several years, the growing interest in the teachability of pragmatics in a second or foreign language has been presented by a number of interventional studies that have examined the effectiveness of specific teaching methods. One such pragmatic feature is speech act. Speech acts are very important in being able to communicate in any language, yet second language learners are often not able to perform this vital aspect of communication which results in often cross-cultural miscommunications. This study investigated the interventional effect of producing output in the context of instruction on developing second language pragmatic competence. The study focused on the ways in which opportunities for output enhance adult ESL learners' production and metapragmatic awareness of the speech act of expressing gratitude, using a research design with the following structure: pre-test - treatment - post-test. To this end, two types of data were collected at Jihad Daneshgahi of Tehran University from a total of 39 intermediate participants. These were written discourse completion task (WDCT) and metapragmatic awareness task (MPAT). Results of the pre-test from both instruments showed no significant differences between the two groups, so the type of treatment was randomly assigned to the groups. The +Output group listened to a dialog twice, answered reading comprehension questions and role-played the dialog using the note they had taken. The -Output group, on the other hand, listened to a dialog twice, answered reading comprehension questions and underlined the thanking strategy in the script of dialogs distributed to them. All the participants in both groups received a post-test in the same two forms taken for the pre-test. Comparison of the mean difference from pre-test to post-test results of WDCT revealed a significant improvement for the +Output group but not the -Output group. Further, the comparison of post-test results of both groups confirmed the efficiency of producing output. On the other hand, though both groups were able to improve the means slightly, results of MPAT were not very promising for the positive effects of output production. Neither pre-/post-test results comparison of each group, nor post-test results comparison of both groups did show a significant difference. Overall, the present study provided evidence for the effect of an output-focused instructional treatment in the context of L2 pragmatic development. As such, it offers support for Swain's (1995, 2005) Output Hypothesis in an area of second language development outside of morphosyntactic learning..
Uncontrolled Subject Terms : Output
: Expression of gratitude
: Interlanguage pragmatics
: Metapragmatic awareness
: برون داد
: بیان قدردانی
: منظورشناسی بین زبانی
: آگاهی فرا منظور شناسی
Information of biblio record : TL
 
 
 
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