اخبار و اعلانات
آمار
| تعداد نشریات | 29 |
| تعداد شماره‌ها | 639 |
| تعداد مقالات | 6,331 |
| تعداد مشاهده مقاله | 9,887,776 |
| تعداد دریافت فایل اصل مقاله | 6,482,881 |
Interlanguage Pragmatic Learning Strategies (IPLS) as Predictors of L2 Social Identity: A Case of Iranian Upper-Intermediate and advanced EFL Learners | ||
| Iranian Journal of Applied Language Studies | ||
| مقاله 7، دوره 12، شماره 1، شهریور 2020، صفحه 177-216 اصل مقاله (303.21 K) | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22111/ijals.2020.5681 | ||
| نویسنده | ||
| Ali Malmir* | ||
| English Language Department, Faculty of Literature and Humanities, Imam Khomeini International University (IKIU), Qazvin, Iran | ||
| چکیده | ||
| 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. | ||
| کلیدواژه‌ها | ||
| L2 social identity؛ interlanguage pragmatic learning strategies (IPLS)؛ investment؛ pragmatic competence | ||
| مراجع | ||
|
Bardovi-Harlig, K. (2013). Developing L2 pragmatics. Language Learning, 63(Suppl. 1), 68–86.
Barron, A. (2003). Acquisition in interlanguage pragmatics: Learning how to do things with words in a study-abroad context. John Benjamin’s Publications.
Block, D. (2003). The social turn in second language acquisition. Edinburgh University Press.
Block, D. (2006). Multilingual identities in a global city. Palgrave Macmillan.
Block, D. (2007). The rise of identity in SLA research, post Firth and Wagner. The Modern Language Journal, 91(5), 863–876.
Block, D. (2014). Social class and applied linguistics. Routledge.
Brown, H. D., & Abeywickrama, P. (2010). Language assessment: Principles and classroom practices. Pearson Longman Education.
Clark, U. (2013). Language and identity in Englishes. Routledge.
Cohen, A. D. (2005). Strategies for learning and performing L2 speech acts. Intercultural Pragmatics, 2(3), 275–301.
Cohen. A. D. (2007). Coming to terms with language learner strategies: Surveying the experts. In A. D. Cohen, & E. Macaro (Eds.), Language learner strategies: 30 years of research and practice (pp. 29–45). Oxford University Press.
Cohen, A. D. (2008a). The teaching of pragmatics in the EFL classroom. ILI Language Teaching Journal, 3(2), 1–28.
Cohen, A. D. (2008b). Speaking strategies for independent learning: A focus on pragmatic performance. In S. Hurd, & T. Lewis (Eds.), Language learning strategies in independent settings (pp. 119–140). Multilingual Matters.
Cohen, A. D. (2010). Strategies for learning and performing speech acts. In N. Ishihara, & A. D. Cohen (Eds.), Teaching and learning pragmatics: Where language and culture meet (pp. 227–243). Longman.
Cohen, A. D., & Ishihara, N. (2005). A web-based approach to strategic learning of speech acts. Retrieved March, 14th, 2012 fromwww.carla.umn.edu/speechacts/Japanese
Cohen, A. D., & Shively, R. L. (2007). Acquisition of requests and apologies in Spanish and French: Impact of study abroad and strategy-building intervention. The Modern Language Journal, 91(2), 189–212.
Cohen, A. D., & Sykes, J. M. (2013). Strategy-based learning of pragmatics for intercultural education. In F. Dervin, & A. J. Liddicoat (Eds.), Linguistics for intercultural education (pp. 210–232). John Benjamins.
Darvin, R., & Norton, B. (2015). Identity and a model of investment in applied linguistics. Annual Review of Applied Linguistics 35, 35−56.
De Costa, P. I. (2016). The power of identity and ideology in language learning. Springer.
Derakhshan, A. (2019). 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., & Eslami, Z. (2015). The effect of consciousness-raising instruction on the comprehension of apology & request. TESL-EJ, 18(4). Available at http://www.tesl-ej.org/wordpress/issues/volume18/ej72/ej72a6/
Derakhshan, A., & Eslami, Z. (2020). The effect of meta-pragmatic 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. (in press). Interlanguage pragmatic learning strategies (IPLS) as predictors of L2 speech act knowledge: A case of Iranian EFL learners. The Journal of Asia TEFL.
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
Duff, P. (2002). The discursive co-construction of knowledge, identity, and difference: An ethnography of communication in the high school mainstream. Applied Linguistics, 23(3), 289–322.
Duff, P. (2012). Identity, agency, and second language acquisition. In S. M. Gass, & A. Mackey (Eds.), The Routledge handbook of second language acquisition (pp. 410−426). Routledge.
Ellis, R. (2008). The study of second language acquisition (2nded.). Oxford University Press.
Field, A. (2018). Discovering statistics using IBM SPSS: Statistics for statistics. (5th ed.). Sage Publications.
Félix-Brasdefer, C., & Cohen, A. D. (2012). Learner strategies for performing intercultural pragmatics. MinneWITESOL Journal, 28, 13–24.
Gumperz, J. (1990). The conversational analysis of interethnic communication. In R. C. Scarcella, E. S. Andersen, & S. D. Krashen (Eds.), Developing communicative competence in a second language: Series on issues in second language research (pp. 223–238). Heinle & Heinle Publishers.
He, A. W. (2004). Identity construction in Chinese heritage language classes. Pragmatics, 14(2), 199–216.
Hille, K., & Cho, Y. (2020). Placement testing: One test, two tests, three tests? How many tests are sufficient?. Language Testing, 37(3), 453–471.
Iino, M. (1996). Excellent foreigner: Gaijinization of Japanese language and culture in contact situations: An ethnographic study of dinner table conversations between Japanese host families and American students [Unpublished doctoral dissertation]. University of Pennsylvania, Philadelphia.
Ishihara, N. (2008). Web watch: Dancing with words: Strategies for learning pragmatics in Spanish. Pragmatic Matters [JALT Pragmatics Special Interest Group Newsletter] 9(1), 3 (English), 3 (Japanese, translated by Ishihara).
Jacoby, S., & Och, E. (1995). Co-construction: An introduction. Research on Language and Social Interaction, 28(3), 171–183.
Jackson, J. (2008). Language, identity and study abroad. Equinox.
Kasper, G., & Rose, K. (2002). Pragmatic development in a second language. Blackwell.
Kayi-Aydar, H. (2019). Language teacher identity. Language Teaching, 52(3), 281–295.
Li, S. (2013). Amount of practice in pragmatic development of request-making in L2 Chinese. In N. Taguchi, & J.M. Sykes (Eds.), Technology in interlanguage pragmatics research and teaching (pp. 43–70). John Benjamins.
LoCastro, V. (2001). Individual differences in second language acquisition: Attitudes, learner subjectivity, and L2 pragmatic norms. System, 29(1),69–89.
Malmir, A. (2015). An investigation of the interlanguage pragmatic learning strategies (IPLS) used by high vs. low pragmatic achievers: A case of Iranian EFL learners. [Unpublished doctoral dissertation]. Allameh Tabatab’i University.
Malmir, A. (2020). The effect of interactionist vs. interventionist models of dynamic assessment on L2 learners’ pragmatic comprehension accuracy and speed. Issues in Language Teaching, 9(1), 279–320.
Malmir, A., & Derakhshan, A. (2020a). The socio-pragmatic, lexico-grammatical, and cognitive strategies in L2 pragmatic comprehension: The case of Iranian male vs. female EFL learners. Iranian Journal of Language Teaching Research, 8(1), 1–23.
Malmir, A., Derakhshan, A. (2020b). Identity processing styles as predictors of L2 pragmatic knowledge and performance: A case of common English speech acts. Journal of Language Horizons, 4(2). https://doi.org/ 10.22051/lghor.2020.31583.1315
Malmir, A., Taji, N. (in press). The interplay of action, context, and linguistic vs. non-linguistic resources in l2 pragmatic performance: The case of requests and refusals.Language Related Research.
Mohammad Hosseinpur, R., Bagheri Nevisi, R. (2017). Willingness to communicate, learner subjectivity, anxiety, and EFL learners' pragmatic competence. Applied Research on English Language, 6(3), 319–338.
Mohammad Hosseinpur, R., & Bagheri Nevisi, R. (2018). L1-based instruction: Does it work for learning pragmatics in the EFL context?. The Journal of Asia TEFL, 15(1), 233–241.
McCarthey, S. J., & Moje, E. B. (2002). Conversations: Identity matters. Reading Research Quarterly, 37(2), 228–238.
McKay, S. L. (2005). Sociolinguistics and second language learning. In E. Hinkel (Ed.), Hnadbook of research in second teaching and learning (pp. 187–207), Lawrence Erlbaum.
McKay, S.L., &Wong, S. C. (1996). Multiplediscourses,multipleidentities:Investment and agency in second-language learning among Chinese adolescent immigrant student. Educational Review, 66(3), 577–608.
McNamara, T. (1997). Theorizing social identity: What do we mean by social identity? Competing frameworks, competing discourses. TESOL Quarterly, 31(3), 561–567.
Morita, N. (2004). Negotiating participation and identity in second language academic communities. TESOL Quarterly, 38(4), 573–603.
Norton, B. (1997). Language, identity, and the ownership of English. TESOL Quarterly, 31(3), 409–429.
Norton, B. (2000). Identity and language learning: Gender, ethnicity, and educational change. Longman.
Norton, B. (2010). Language and identity. In N. Hornberger, & S. McKay (Eds). Sociolinguistics and language education (pp. 349–69). Multilingual Matters.
Norton, B. (2013). Identity and language learning: Extending the conversation (2nd ed.). Multilingual Matters.
Norton, B., & De Costa, P. (2018). Research tasks on identity in language learning and teaching. Language Teaching, 51(1), 90–112.
Norton, B., & Early, M. (2011). Researcher identity, narrative inquiry, and language teaching research. TESOL Quarterly, 45(3), 415−439.
Norton, B., & Toohey, K. (2011). Identity, language learning, and social change. Language Teaching, 44(4), 412–446.
Ochs, E. (1993). Constructing social identity: A language socialization perspective. Research on Language in Social Interaction, 26(3), 287–306.
Oxford, R. (1990). Language learning strategies: What every teacher should know. Newbury House.
Pavlenko, A. (2002). Poststructuralist approaches to the study of social factors in second language learning and use. In V. Cook (Ed.), Portraits of the L2 user (pp. 277–302). Multilingual Matters.
Pavlenko, A., & Blackledge, A. (Eds.). (2004). Negotiation of identities in multilingual contexts. Multilingual Matters.
Pennycook, A. (1990). Towards a critical applied linguistics for the 1990s. Issue in Applied Linguistics, 1(1), 8–28.
Peirce, B. N. (1995). Social identity, investment, and language learning. TESOL Quarterly, 29(1), 9–31.
Piller, I. (2002). Passing fora native speaker: Identity and success in second language learning. Journal of Sociolinguistics, 6(2), 179–206.
Piller, I., & Takahashi, K. (2006). A passion forEnglish: Desire and the language market. In A. Pavlenko (Ed.), Bilingual minds: Emotional experience, expression, and representation (pp. 59–83). Multilingual Matters.
Rastegar, M., Homayoon, H. (2013). EFL learners’ preferences for error correction and its relationship with demotivation and language proficiency in the Iranian context. Issues in Language Teaching, 1(2), 323–341.
Ricento, T. (2005). Considerations of identity in L2 learning. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 211–240). Lawrence Erlbaum.
Sarani, A., & Malmir, A. (2020). Multiple intelligences as predictors of foreign language pragmatic knowledge: The case of five frequent English speech acts. Teaching English Language, 14(1), 183–211.
Siegal, M. (1994). Looking east: Learning Japanese as a second language in Japan and the interaction of race, gender, and social context [Unpublished doctoral dissertation]. University of California.
Siegal, M. (1995). Individual differences and study abroad: Women learning Japanese in Japan. In B. F. Freed (Ed.), Second language acquisition in a study abroad context (pp. 225–244). John Benjamins.
Siegal, M. (1996). The role of learner subjectivity in second language sociolinguistic competency: Western women learning Japanese. Applied Linguistics, 17(3),356–382.
Sykes, J. M., & Cohen, A. D. (2009). Learner perception and strategies for pragmatic acquisition: A glimpse into online learning materials. In C.R. Dreyer (Ed.), Language and linguistics: Emerging trends (pp. 99-135). Nova Science Publishers.
Taguchi, N. (Ed.). (2019). The Routledge handbook of second language acquisition and pragmatics. Routledge.
Tajeddin, Z., & Malmir, A. (2014). Knowledge of L2 speech acts: Impact of gender and language learning experience. Journal of Modern Research in English Language Studies, 1(2), 1–21.
Tajeddin, Z., & Malmir, A. (2015). The construct of interlanguage pragmatic learning strategies: Investigating preferences of high vs. lowpragmatic performers. The Journal of Teaching Language Skills (JTLS), 6(4), 153–180.
Tajeddin, A., & Zand-Moghadam, A. Z. (2012). Interlanguage pragmatic motivation: Its construct and impact on speech act production. RELC Journal, 43(4), 353–72.
Taylor, L. (2013). Communicating the theory, practice and principles of language testing to test stakeholders: Some reflections. Language Testing, 30(3), 403–412.
Tremmel, B., & De Costa, P. (2011). Exploring identity in SLA: A dialogue about methodologies. Language Teaching, 44(4), 540–542.
Van Leeuwen, T. (2009). Discourses of identity. Language Teaching, 42(2), 212–221.
Wodak, R. (2012). Language, power and identity. Language Teaching, 45(2), 215–233.
Wardhaugh, R. (2002). An introduction to sociolinguistics (4th ed). Blackwell Publishers.
Youn, S. J., & Bi, N. Z. (2019). Investigating test-takers’ strategy use in task-based L2 pragmatic speaking assessment. Intercultural Pragmatics, 16(2), 185–218. | ||
|
آمار تعداد مشاهده مقاله: 611 تعداد دریافت فایل اصل مقاله: 374 |
||