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Azizi, Zeinab; Namaziandost, Ehsan – International Journal of Language Testing, 2023
Though dynamic assessment (DA) has gained strong theoretical and empirical support over the last decades, second language (L2) practitioners have blamed it for its applicability in large classes. To ameliorate this limitation, peer-dynamic assessment (peer-DA), rooted in the conceptualization of zone of proximal development (ZPD), can be…
Descriptors: Foreign Countries, Peer Evaluation, Evaluation Methods, Second Language Learning
Rezai, Afsheen – Asian-Pacific Journal of Second and Foreign Language Education, 2023
This study explored the effects of concurrent group dynamic assessment (G-DA) and cumulative G-DA on Iranian pre-intermediate English as a foreign language (EFL) learners' interlanguage pragmatic comprehension (ILPC). To this end, a total of 97 pre-intermediate learners took the key English test (KET) test and 45 learners whose scores fell between…
Descriptors: Interlanguage, Pragmatics, Second Language Learning, Second Language Instruction
Darounkola, Elham Rostami; Yaqubi, Baqer; Khonamri, Fatemeh – Iranian Journal of Language Teaching Research, 2022
Although previous studies support using pair work in the language learning classroom, some have shown that getting L2 learners into pairs without raising their awareness about the global norms of collaboration will not necessarily create quality opportunities for interlanguage development. In this study, we investigated the contribution of…
Descriptors: Teaching Methods, Second Language Learning, Second Language Instruction, English (Second Language)
Fakher Ajabshir, Zahra – Language Teaching Research, 2022
This study investigates the effects of input-based and output-based instructions on the acquisition of second language (L2) request modifiers. Four intact classes were randomly assigned to textual enhancement (TE), input flooding (IF), output-based instruction (OI), and control (CO) groups. The TE group watched some captioned videos on requests…
Descriptors: Pragmatics, Linguistic Input, Second Language Learning, Second Language Instruction
Farashaiyan, Atieh; Sahragard, Rahman; Muthusamy, Paramasivam; Muniandy, Rajantheran – International Journal of Higher Education, 2020
The present study is an attempt to describe the development and validation of an inter-language pragmatic questionnaire to examine the kind of instructional approaches and techniques that EFL teachers use to practice the pragmatic features in their classes. The research made use of two theories; cognitive processing and language socialization…
Descriptors: Interlanguage, Pragmatics, Feedback (Response), Second Language Learning
Malmir, Ali; Derakhshan, Ali – Iranian Journal of Language Teaching Research, 2020
Since its inception, pragmatic competence has been studied vastly; the majority of these studies, however, have examined pragmatic production, and pragmatic comprehension is chiefly under-researched. This lack of adequate research also stands true for the underlying pragmatic comprehension processes and strategies. Therefore, the present…
Descriptors: Gender Differences, Second Language Learning, Second Language Instruction, English (Second Language)
Samaie, Mahmoud; Arianmanesh, Maha – Journal of Language and Linguistic Studies, 2018
Pragmatic competence is considered one of the principal elements of second/foreign language learners' communicative language ability. However, in comparison to other components of communicative language competence, learners' pragmatic competence is far less researched. Of many components of this ability, ample research studies have been centered…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Communicative Competence (Languages)
Ajabshir, Zahra Fakher; Panahifar, Fatemeh – Iranian Journal of Language Teaching Research, 2020
Recently, the field of instructed pragmatics has seen a shift of paradigm from the prevailing cognitive approaches to socially-oriented ones, revolving around the notions like collaborative dialogue and sociocultural theory. Drawing on the notion of collaborative dialogue, this study investigates the extent to which teacher's scaffolding and…
Descriptors: Scaffolding (Teaching Technique), Teaching Methods, Language Proficiency, Second Language Learning
Sa'd, Seyyed Hatam Tamimi; Gholami, Javad – TESL-EJ, 2017
This quasi-experimental study adopted a pretest/posttest design to investigate the effect of instructional intervention in teaching polite refusal strategies explicitly on Iranian EFL learners' performance of the speech act of refusing. The participants, consisting of 24 male elementary EFL learners aged 12-18, responded to a discourse completion…
Descriptors: Foreign Countries, Quasiexperimental Design, English Language Learners, Speech Acts
Hosseini, Mohammad Baqerzadeh; Pourghasemian, Hossein – Cogent Education, 2019
The present paper explored how plays could contribute to pragmatic development when employed as a medium of implicit or explicit instruction. 80 undergraduate English-major students were divided into four experimental groups two of which were literary and two nonliterary. Implicit Literary, as one of the literary groups was exposed to…
Descriptors: Comparative Analysis, Teaching Methods, Language Tests, Speech Acts
Ravesh, Mahnaz Mahmoudi; Tabrizi, Hossein Heidari – Advances in Language and Literary Studies, 2017
The present study sought to investigate whether Iranian translation students were successful in comprehending interlanguage pragmatic (ILP) features. Moreover, it tried to figure out whether teaching interlanguage pragmatics proved helpful for the improvement of interpretation ability of Iranian translation students. To this end, 30 students of…
Descriptors: Interlanguage, Pragmatics, English (Second Language), Second Language Learning
Shirinbakhsh, Salva; Rasekh, Abbass Eslami; Tavakoli, Mansoor – Language Learning Journal, 2018
Recent findings in the field of pragmatics have revealed that pragmatic accuracy (knowledge) and pragmatic speed (processing ability) function as two distinct and non-parallel components of pragmatic competence. Anderson's adaptive control of thought--rational (ACT-R) model, which emphasises the development of skill through repeated practice,…
Descriptors: Pragmatics, English (Second Language), Second Language Learning, Second Language Instruction
Ghavamnia, M.; Eslami-Rasekh, A.; Vahid Dastjerdi, H. – Language Learning Journal, 2018
This study investigates the relative effectiveness of four types of input-enhanced instruction on the development of Iranian EFL learners' production of pragmatically appropriate and grammatically accurate suggestions. Over a 16-week course, input delivered through video clips was enhanced differently in four intact classes: (1) metapragmatic…
Descriptors: Linguistic Input, Comparative Analysis, Control Groups, Pretests Posttests
Mehrabi, Marzieh; Rahmatian, Rouhollah; Safa, Parivash; Armiun, Novid – International Education Studies, 2014
This paper analyzes the spoken corpus of thirty Iranian learners of French at four levels (A1, A2, B1 and B2). The data were collected in a pseudo-longitudinal manner in semi-directed interviews with half closed and open questions to analyze the learners' syntactic errors (omission, addition, substitution and displacement). The most frequent…
Descriptors: Foreign Countries, French, Second Language Learning, Oral Language
Alemi, Minoo; Khanlarzadeh, Neda – Iranian Journal of Language Teaching Research, 2016
The analysis of raters' comments on pragmatic assessment of L2 learners is among new and understudied concepts in second language studies. To shed light on this issue, the present investigation targeted important variables such as raters' criteria and rating patterns by analyzing the interlanguage pragmatic assessment process of the Iranian…
Descriptors: Pragmatics, English (Second Language), Second Language Learning, Video Technology